Recital preparation

ByBret Pimentel

A few of my students have had recitals or other solo performances recently. Besides musical preparation, this is the advice I give:

Visualize. If possible, spend time in the performance space before performance day. If not, imagine up a good representation of what the space is likely to look and “feel” like. Mentally walk through the entire performance, from your arrival at the venue to your departure. Include every detail you can, no matter how mundane. In your mind’s eye, see yourself entering the stage, taking a tuning note, making a reed adjustment, waiting for the audience to fall silent. Audiate the whole performance the way you want it to sound. Hear the last note reverberating in the hall, then see yourself taking a bow and leaving the stage.

I find this valuable because everything feels familiar on the night of the performance. Even if I get some of the details wrong or leave something out, I can deal with those things as minor glitches in an otherwise controlled experience, rather than seeing them as part of a flood of unanticipated events. It also gives me a chance to think through any logistical issues; I take notes and make a to-do list while I do this exercise.

Warm up intelligently. I like to keep practicing to a minimum on performance day when possible. It’s not likely that I will make significant improvements in my preparation at that point, and I want my mind clear and body rested. If I have an evening recital, I typically do a leisurely warmup in the morning and make semi-final reed decisions. I focus the warmup on tone production and tension-free technique.

I practice the performance repertoire as little as possible on recital day. If there are difficult technical passages that I am worried about, I make a point of not trying to play them up to tempo, but instead run through them in a very slow and controlled way, focusing on tone and expression. That keeps my final practicing positive and constructive, rather than causing me stress about potential failures.

Have a good, normal day. I don’t want to depend on recital day rituals or superstitions, but I do want to be in a good mood. I don’t eat a special breakfast, but I eat something that is a favorite among my typical breakfasts. I don’t wear new clothes, but I wear something that I feel good in. I don’t take the day off work, but I do carve out a non-working lunch hour. Small, ordinary pleasures are the order of the day.

I find that if I make too big a deal of performance day, I overthink and attach unwarranted weight to the event. Keeping things good but normal makes performing less stressful.

I would be curious to hear your advice for performance preparation (besides the hours of practice). Please share in the comments section if you feel inclined.

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    Exercise has always been a challenge motivation-wise for me, but now that being over 30 appears to be a chronic condition, it’s something that I’m trying to do better about. I find it easier to motivate myself to practice my instruments, but I see connections between my exercise aversion and some of my students’ practice lethargy:

    • Unclear or undetermined direction and goals
    • Poor planning of exercise/practice sessions
    • Sessions are boring
    • Unfamiliarity with proper training/practicing techniques, or a mistaken self-evaluation of how well they are being executed

    I’ve previously attempted jogging routines, trips to the campus gym’s weight room, calisthenics programs, and various other workouts. All have fizzled out fairly quickly. Recently I had settled into a daily walk, which was easy and pleasant but wasn’t improving my fitness in any noticeable way.

    I decided this year to take advantage of a summer fitness class being offered for free on campus. It was my first time committing to doing anything like that, but the price was right and the time commitment seemed do-able.

    To my surprise, things went much better than in any of my previous attempts at regular exercise (after the first week’s exhaustion and soreness ebbed a little), and I found that a number of things that worked well for me in practice sessions were also clicking in my new fitness program:

    • Accountability is a big motivator. I knew the fitness instructor and my classmates would be expecting me every day, and that was enough to get me out of bed and into the gym for a full hour. Likewise, I need accountability in my practicing. For years I had teachers’ expectations to meet, but now I am accountable to myself. One thing that has worked well for me this summer is regularly-scheduled informal recording sessions, where I listen back to my playing, evaluate the results of my efforts, and write down some comments for myself.
    • Progress doesn’t always look like what you want it to. After my summer workouts, I still don’t have six-pack abs or a four-minute mile, but my pants are fitting a little loose, and my endurance is way, way up. Similarly, in the practice room, my summer’s efforts haven’t brought my recital repertoire to blazing tempi and groundbreaking interpretation, but I have shored up some fundamentals and made headway on some new techniques.
    • Variety is good. The fitness class was a “boot camp”-style regimen, with lots of short intervals of high-intensity (for me) exercise. It’s very similar to a strategy I use when practicing: pick a problem spot, and give it 10 minutes of hyper-focused effort. After 10 minutes, move on. It’s amazing how much gets done in a few hours’ worth of ten-minute chunks, and I enjoy it much more than long sessions working on the same problem.
    • Don’t fight your equipment. I bought new shoes partway through the summer, and the next day’s class was agony on my legs. I got some advice and bought some drugstore insoles that supported my feet differently, and the following class was 100% better. Same thing goes for my instruments and reeds: if something isn’t working efficiently, I’m unhappy and ineffective (and possibly even injured). Make sure your instruments are the best quality you can reasonably afford, and that they are kept in excellent repair and adjustment.
    • The fitness instructor was fond of saying, “If it doesn’t challenge you, it doesn’t change you.” (The phrase seems to get credited a lot to Fred DeVito.) It’s easy to fall into patterns of “practicing” what I can already do, rather than tackling something that will push me to a new level.
    • Progress feeds motivation. I found that sweating through a few weeks of exercise and seeing some improvement really boosted my enthusiasm for exercise. (To my own surprise, I’m even hoping to fit in another exercise class during the semester.) I recall as a freshman music major really struggling with getting my practicing done at first. But as it started to pay off, I got excited about what I was accomplishing, and it snowballed into more and better practicing.

    Go put in some hours in the practice room—and in the gym, too!

  • Recording your practicing

    ByBret Pimentel

    “Record yourself when you practice” is common advice, and good advice. I frequently recommend it to my students, but few of them do it. I think it can seem overwhelming. Recording seems like a big production: getting the material to performance level, using complicated and expensive equipment, playing beginning to end, doing cruelly thorough analysis followed by self-flagellation and sadness.

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  • How to behave at your first classical music concert, and why it’s so weird

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    I hope you enjoy your first classical music performance! Sometimes the etiquette can seem a little foreign. I’ll try to help you understand what to do, and why classical music fans do things that way.

    The most important thing is not to distract the audience and the performers. Some common concert etiquette “rules” include:

    • Be in your seat before the music starts. Then, stay there until intermission (if there is one) or the end of the concert.
    • Don’t talk, even at a whisper.
    • Keep cell phones silenced, screens off, and put away.
    • No snacks.
    • If you have kids who might have trouble staying still/quiet, consider leaving them at home. (Except for designated family-friendly concerts.)
    • Applaud only at the “right” times. (More on this later.)
    • Avoid unnecessary fidgeting, coughing, and anything else that makes noise.

    Why are the “rules” so strict? One reason is that classical music is usually performed in a special concert hall. Usually the music isn’t electronically amplified. The concert hall’s special design makes even the smallest sounds clear from a distance. That’s good when it’s a hushed moment in a violin solo. But it’s bad when it’s an audience member’s crinkling candy wrappers or ringtone. At an amplified rock, country, or hip-hop concert you can make noises like that, and no one will hear. But at a classical music concert people might hear those sounds even if they are far away. The performers can maybe even hear them from the stage.

    Classical music wasn’t always such a stuffy affair. Some of the music was originally performed in more boisterous settings. And there are people in classical music interested in changing the current etiquette. But for now, the (mostly-unspoken) “rules” lean toward pretty strict and formal behavior.

    And, for classical music fans, it’s one of the things they might love about it. The quiet atmosphere is a blank, unblemished canvas for the musicians to paint on. It’s a chance to hear every fine detail of a performance by highly-trained musicians. It can be immersive and meditative. You might find you enjoy it too.

    To seasoned classical music fans, a disruptive audience member (even unintentionally!) might feel like someone standing in front of the TV during a crucial moment in the big football game. And, unfortunately, they might react like a sports fan, with dirty looks, unkind words, or other rudeness. That’s bad too, because it can scare away potential new fans of classical music. But it probably comes from a place of wanting to experience the music in a pure, uninterrupted way.

    A polite audience member also shows appreciation to the performers, usually with applause (not so much yelling, whistling, “woo,” etc.). But pieces of classical music sometimes have multiple parts, with silence between. It can be tricky to know when is the right time to clap. If there’s a printed program, that might help you figure it out. But if you’re not sure it’s best to follow the lead of some of the other concertgoers. (There’s no prize for being the first one to clap.) Sometimes there’s a long silence between the end of the music and the start of the applause. Audience members may be waiting for the last note to finish echoing in the hall. And they might even wait a little longer to savor the magical moment of silence at the end. Don’t worry. The musicians will appreciate that too, and won’t take your hesitation as a lack of enthusiasm.

    If you find all this off-putting, there are ways to appreciate classical music performances from home instead. If you enjoy it you can work up to an in-person concert. Or you may be able to find free or inexpensive concerts in your area, especially if there’s a university with a music department. You can try one of those and leave at intermission if you’re bored or uncomfortable.

    Thanks for your interest in live classical music, and I hope you enjoy!

  • Creativity, hard work, and beginning jazz improvisation

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    I occasionally teach a university course in jazz improvisation, geared toward beginning improvisers. Sometimes I think prospective students are afraid to sign up because they don’t consider themselves already to be musically creative. On the other hand, I have some students enroll in the class with unrealistic expectations about the results, thinking that they will learn all the tricks and secrets and be ready for some fantasy gig.

    It doesn’t make sense to avoid taking French 101 because “I don’t speak any French”—you’re missing the point of an introductory course. But it also isn’t likely that by the end of the semester you’ll be ready to wow everyone at the smartest dinner parties in Paris.

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    The good-news/bad-news is that most of what happens in a beginning improvisation class doesn’t feel creative or spontaneous at all. In my course, we do a lot of drilling of scales, arpeggios, patterns, and “licks,” and then trying to execute them successfully in a pre-planned way over a set of chord changes. The same happens in your first-semester French class: you memorize some basic phrases by rote, and try to use them in the right order in very structured “conversations.” At some point you get some very restricted freedom: you have to say what color le chat is, but you get to pick if he is noir or blanc. Similarly, in my class you might get to decide which of your two memorized “two-five-one” licks to use over the first four bars of the bridge, or whether to start that digital pattern on the root of the chord or the fifth, but that’s about it. Limited options don’t mean you aren’t really improvising (or speaking French), it just means you don’t have a lot of vocabulary to work with yet.

    I know that this rubs some improvisers the wrong way: I shouldn’t be regurgitating pre-packaged licks! I should be developing my own “thing!” For those people, I suggest you read a biography of any great improvising musician and find out what they did in the early stages of developing their thing. Or just try speaking some French: no need for grammar study or vocabulary lists! Do your thing!

    For those who consider themselves creativity-deficient: you can learn to improvise in a systematic way—it’s not something you’re born with (or without). I’ll teach you some existing vocabulary and some techniques for making your own, and then you can start putting them together in ways that make sense to you. You’re being creative!

    For those hoping to learn some “tricks:” the only useful trick I can teach you is to take the techniques from the class and hit the practice rooms. There aren’t any shortcuts to improvising well. It will require hard work over the course of many years. But the process can be a lot of fun!

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  • Buying a new instrument

    ByBret Pimentel

    I went saxophone shopping with a student yesterday. We picked out a nice instrument that suits his playing style and personal tastes, meets my requirements, and ought to serve him well for years to come. Here are a few thoughts on picking out a new horn.

    • Do your research ahead of time. We made phone calls to several music stores in the region, and found out what instruments were available to try. We both familiarized ourselves with the various bells and whistles (so to speak) of the different models, and had some idea of the differences between the instruments the stores had in stock. This became important as we were evaluating a saxophone that seemed to be almost the right fit for the student—luckily we knew that model came from the factory with two different necks. We asked for the other neck, and sure enough, the horn turned out to be a winner.
    • Bring a trusted set of ears. If you are a student, try begging or bribing your teacher to go shopping with you (they want you to have the best instrument you can afford!). Remember that what you hear when you play the horn is different from what a listener hears. When I picked out an oboe a few years ago, I found two specimens of the same model that seemed equally good to me. My oboe teacher listened to me play both, and immediately picked out “the one.” He could hear something out front that was escaping me back behind the reed.
    • Put the instrument through its paces. How does it respond, feel, sound, and tune at fortissimo? At pianissimo? High notes? Low notes? Articulated notes? Check the pitch, stability, response, and tone of every single note, including alternate fingerings. Use your own familiar mouthpiece(s) and reeds. Spend a significant amount of time playing a new horn before you even think about buying it. My student and I each played some of our current classical repertoire and some jazz stuff before making a judgment on the instruments.
    • Prioritize realistically. Remember that your tone will be a little different on an unfamiliar instrument, but that your individual sound will come through more as you gain comfort with the instrument. Intonation, however, is built into the horn for good. Get an instrument that will let you play in tune without unnecessary gymnastics.
    • Don’t forget the old reliable. Bring your old instrument along for periodic reality checks, even if you know it has significant shortcomings. I was impressed enough with one of the instruments I tried yesterday that I briefly considered what would have been a rash and probably unwise purchase. I put the mouthpiece back on my own alto and realized that I am better off with what I’ve got.

    Happy shopping!

3 Comments

  1. And for me, if it’s an evening performance, I always like to take a nap in the mid afternoon. I find that it helps me stay more alert and I’m less likely to make a few slips.

    Reply

  2. Great ideas. I’m going to copy your advice and alter it slightly for my students who participate in sales competitions (no reed selection for them).

    Reply

  3. I always do best on a full stomach, so I try to arrange a reliably healthy, filling meal a couple of hours before showtime. Others I’ve met only eat afterwards, but that approach leaves me a little spacy on stage. To each his (or her) own.

    Reply

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