1. You play the rebound of the key, not try to play to the bottom of the keyas fast as possible.
2. In playing the rebound, you want the quickest of the attack to happenat the sound point, not the bottom, hitting the bottom will createtension (like punching a wall instead of giving power to the foam in frontof the wall for a rebound back). It may help some even to aim for the top of the key with their arm weight/etc, for this is where the hammer action beginsto create the tone via velocity to the string.
3. .... the perfect attack will come to rest right at the bottom so that you don't"punch the wall" or hit the bottom of the key with the fastest part of the attack.
Emphasized: The highest volume of sound is attained through the velocity of the hammer hitting the string, which begins at the very top of the key andpeaks at the tone point, before the bottom.
Physically what has helped me: "activating" the fingers simply by shaping them, or making a grabbing motion from the top knuckles until they can transmit the structural power from the arm through the wrist while the arm/wrist stay completely relaxed. This can of course be done with flatter fingers but is more difficult to explain.
The most efficient pianistic technique in piano is flattened fingers, curled fingers are old school if applied constantly it has its application but should be replaced with flattened postures whenever possible.
Really? I wish I could see what you are describing in words. Are you talking about flattened fingers like Horowitz? Or do you just mean not to curl your fingers too much?
I wonder sometimes if it even matters. Is one way or the other really more or less efficient? Perhaps what becomes more efficient for any given pianist is what he/she is used to (or has been trained to do). Again, I reference Horowitz.
But really, I didn't know curled fingers were 'old school'. Please explain...
1. You play the rebound of the key, not try to play to the bottom of the keyas fast as possible. 2. In playing the rebound, you want the quickest of the attack to happenat the sound point, not the bottom, hitting the bottom will createtension (like punching a wall instead of giving power to the foam in frontof the wall for a rebound back). It may help some even to aim for the top of the key with their arm weight/etc, for this is where the hammer action beginsto create the tone via velocity to the string.3. In doing this, the hand can be shaped so that the knuckles are strong,yet there is no tension, and it will hold its structure. Ideally,the perfect attack will come to rest right at the bottom so that you don't"punch the wall" or hit the bottom of the key with the fastest part of the attack.This will cause much tension and a lot more effort, plus a tone that isharsh and doesn't sustain. Emphasized: The highest volume of sound is attained through the velocity of the hammer hitting the string, which begins at the very top of the key andpeaks at the tone point, before the bottom. It can be a great exerciseto keep the structure of the arm/wrist/fingers as one, though relaxedlike a (relaxed? err) hook hitting the keys and to aim for various partsof the key until you find the loudest sound with a nice tone and a smallamount of effort....Physically what has helped me: "activating" the fingers simply by shaping them, or making a grabbing motion from the top knuckles until they can transmit the structural power from the arm through the wrist while the arm/wrist stay completely relaxed. This can of course be done with flatter fingers but is more difficult to explain.
You're going to have to explain this "playing on the rebound of the key". Just exactly what does that mean?
I suppose that pedagogy in any field is concerned with how people can best acquire what does not come naturally to them. What I find most mysterious is how we actually process all the prescriptive information we’ve learned about performing a complex task while performing it. I can do it when using foreign languages, for example, but I am certain that thinking continuously about the physical aspects of what I’m doing and not doing!—and what I should and shouldn’t be doing—at the piano would be stressful and induce tension.
...And more importantly, when does it yield to transparent performance without deliberation and planning?...
I wish that there were easier ways to teach this, or some system so that every human being could experience these sensations themselves. Perhaps some day.