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#2705533 - 01/16/18 06:47 PM Re: Should recitals be error-free? [Re: keystring]  
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Originally Posted by keystring
Ok, summary of Prof. M's six videos, as I understood them. His videos are aimed at college level music majors, esp. those who will be attending his classes, but I think much of it (but not all of it) can be taken at various levels.

The six videos can be found here as a package:

There's over an hour of video there. Do you want people to watch all six videos before engaging with your summaries?

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#2705535 - 01/16/18 07:03 PM Re: Should recitals be error-free? [Re: PianoStudent88]  
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keystring Offline
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Originally Posted by PianoStudent88
There's over an hour of video there. Do you want people to watch all six videos before engaging with your summaries?

I don't "want" people to do anything. I went through the material this morning, partly because it interested me, and I did the work of summarizing what I got out of them. That might be helpful to someone, or not. The work and the time watching were mine.
If you want to engage in my summaries, you don't have to watch the videos. But if one of the subtopics interests you, and you want to check what the man says since what I say may not be accurate, it's there. If anything, I might have spared you (anyone) "watching time". smile
What motivated me originally is that we had a single video which was supposed to represent how this teacher saw practising, and when I see there are six, I wonder whether that one video actually gave a good picture how his vision of practising. My summary comes closer to it, and the single video actually sort of distorts it - if one is trying to understand his vision, that may be important.

For example, in the "slow practice" video, the one initially introduced here, he shows a "right" and a "wrong". In the "right", the imaginary student opens up a score on the very first day, flips on the metronome at a slow tempo, and starts playing the notes in a section, note for note, "metronomically". I was going "Whoah nelly! There's no way I would ever start on a piece that way!" and was shocked. But when you see all six, it becomes clear that that is not the very first thing he would have his students do. The practisting itself would also not be such a literal start to end rendition.

My primary concern first was that somebody might take video 2 as a model, literally, because it looks like a model. The presentation itself may be at fault: I don't know if these things can be presented and introduced in a way that will be understood as intended. It ends up being complicated. But at least I wanted to see if I could get at the gist, because this apparent model in video 2 just felt wrong.

I hope this clears up any misunderstandings. smile

#2705537 - 01/16/18 07:08 PM Re: Should recitals be error-free? [Re: Gary D.]  
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Originally Posted by Gary D.
Off the top of my head, the analysis seems to be a bit complicated.

I am thinking that you are referring to the analysis video of the Beethoven Gm sonata, which I added to the bottom of my long post. Is that correct?
I wrote mainly about Prof. Mortensen's six videos meant for the students where he teaches, giving his ideas about how to practice and work on a piece. The Gm sonata analysis video has nothing to do with that professor's ideas and was not created by him. I added it as an afterthought. Yes, it does look complicated (Gm sonata analysis video does).

#2705540 - 01/16/18 07:20 PM Re: Should recitals be error-free? [Re: PianogrlNW]  
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Originally Posted by PianogrlNW
Keystring, I have watched a bunch of Dr. Mortenson’s videos and he has some really useful insights. I think they are geared more to late intermediate to advanced players. So not sure if I agree that they can be “interpreted for the beginner”.

I tend to agree for much of what I saw. The thing is that originally one of his six videos on practice was introduced here, possibly by someone having some "early issues" rather than advanced issues, such as "playing the wrong note". What might have been gotten out of that video out of context --- and in that kind of context ---- is something simplistic and wrong. The wrongness: Open a score of a brand new piece of music, set your metronome to a slow tempo, and start playing all the notes from start to end in some large section of music. That's what could have happened from having just this one video up. That is why I looked at the whole thing.
I also looked at those ideas in view of a less advanced student. For example, if Dr. M. has students look at the musical form of a piece --- sonata form --- and follow modulations --- if you're at the beginner end, you first have to know how to recognize the D on the piano that matches the D on the page. There are prerequisite skills that need be gotten first. I.e. I think we actually agree. ;)I

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