This is a spin-off of Diane's thread...

I am curious as to what teachers ask of their students regarding the preparation of recitals:

Do you teachers ask your students to bring the music to a recital, of pieces that are to be performed memorized? Just in case...?

Always!

They can review the music while other kids are playing.

I wouldn't. If they are going to perform from memory then they should be able to do so at least a couple of weeks before the recital, maybe even a month for an advanced piece. I think you have to decide one way or the other in plenty of time so that you can prepare yourself mentally. If they are bringing the music along then they are still not certain and that could spell trouble.

They have the option at the recital itself. I always ask them to bring it at the dress rehearsal.

Well, if it is a competition, you must bring the music and it must be original (not a copy). The judges insist!
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Some of my students do, some don't. If they ask me, "Should I bring my music?" I generally answer, "Why?"

I encourage my students to put the music in front of them to use as a reference, unless they are absolutely sure they have it securely memorized. If a student is worried about a possible memory lapse the performance will suffer musically, because their concentration will be focused on "what comes next?" instead of "how am I expressing this phrase?"

The bottom line for me is, I care most about hearing a quality musical performance. Whether or not there is a piece of paper on the music rack is much less important.

I have noticed that plenty of memory lapses occur when students who usually play from memory at home and in the lesson suddenly decide to use the music in a recital. They have not practiced with the music for quite some time and are not prepared for a performance with the music.

My teacher once told me that once you have your music memorized, having the the music in front of you will look foreign. It just won't look the same.

She told me to picture the music in my mind and she gave certain spots in the music I would go to if I had a memory laps. But the only time I ran into trouble was when I did have the music in front of me, after I "had" it all memorized, and it was like having a newspaper covering the windshield so I could not see clearly in front of me to drive the car!

So my students may take their music up, but they just have it closed sitting beside them. The only time I've seen a student crash is when they opened up their music when they "had" it memorized. Most just go up without their music and drive!

Should add too that once the music is memorized, you are seeing it moving on the keyboard, so it is going to look different cause you are seeing the music happening on the keys now. So in our minds we are seeing the keyboard and not the music.

Hope that's clear and I didn't confuse anyone!

I don't disallow it, but I don't encourage it either.

Are you talking about picturing the score in the mind? Or picturing what the hands play?

If you practiced starting from different spots, from memory, you were practicing sections, from memory, and that's and excellent tool for memorization.

I once had a student who had her piece very well memorized for weeks before a recital, and when she got to the dress rehearsal before the performance, couldn't find the opening chord. That shook her up and she ran home for her music before the actual recital. For the performance, she had it on the music desk but never looked at it. Since then, I've decided that it is a good idea to have it in case nerves get in the way.

But why not, during lessons & rehearsals ask them the key of the piece. Verbalizing that Bach's Minuet in G is in the key of G, might provide a clue where the hands go! Just so you know my students are perfect, a few years back, I had a student begin this in the key of C! :rolleyes:

Interesting comments.

I know what you mean Diane. This used to happen to me. Once a piece is memorized the music looks foreign.

Seeing that this was happening, my teacher in college told me that although you have your piece memorized you should still be able to play it by reading the music.

I practiced this and it made my memory much more secure and I felt more comfortable performing.

So this is what I teach my students. To have a piece memorized but to also be able to play it with the music.

I used to never tell them to bring their music, instead I brought it myself, in case they have a memory lapse, I could help get them out of it.

But as of late, I feel it is their responsibility and I do have them bring their own music. When there is a rare case of memory lapse, either I help them out of it, or I ask if they need their music. Which ever way they can gracefully perform to the end and feel good about it, is what is important to me.

I just hope I'm not making them feel insecure with their memory by asking them to bring their music!

I might add too, that they do not bring the music up to the piano with them. It is really more for me, since I don't have it memorized, and yes, just in case I need to help them find the music, because of a memory lapse.

After all what would happen if they did have a memory lapse and could not get out of it? I would feel just awful not being able to help, just couldn't do it... It is definately more for me to help them.

My teacher lets me do whatever I want, and honestly, taking the music with me kind of keeps me sane. I always play memorized, even when there is a choice, but having my music and holding is like having a safety blanket.

I have no idea if that makes sense.