Pre-rehearsal preparation: are your student pianists setting the stage for an effective collaborative rehearsal?

Many of us have been confronted with the adage "Those who can't perform can always teach," and know that those two skills, performing and teaching, are inter-related but different. Certainly, we all know that teaching is much more than a consolation prize for those that are less strong in performance! The parallel statement of "Those who can't perform solo can always accompany" holds a similar false sense that the skills needed for one transfer completely to the other, and that accompanying or collaborative work are somehow secondary in stature to solo performance.

With contest season fast approaching, many student pianists will face their first experience of collaborating with another student musician. As teachers, we can create an environment where the collaborating pianist has a successful first encounter, and we can instill positive attitudes by promoting proper preparation.

Initially, we hope the repertoire requested for our student's first experience is at an attainable level for them, or at least reducible to a playable version that can promise success with practice. We also hope the other musician, whether they be an instrumentalist or a vocalist, has provided a reliable printed edition and has asked for the collaboration early enough that time is sufficient for both student performers to learn the music and rehearse multiple times.

In addition to learning the piano part of the ensemble prior to the first rehearsal, several skills that may be new to the student should be practiced. The collaborative performance will usually not be from memory, so the student will need to practice turning pages without interrupting the flow of the music. Although a page turner may be utilized in performance, knowing how to maintain the musical line in spite of turning one's own pages assists in more productive rehearsal sessions. Look for a break in one hand or the other for a quick turn, or memorize a few measures before and after such a break to facilitate the turn. If necessary, photocopy a line or two from the following (or preceding) page to tape to the score or memorize short passages that bridge a tricky page turn. Be sure to have the student play for you in the lesson with page turns included and no breaks in the rhythm.

Possibly the most challenging skill needed for effective collaborative rehearsal is hearing the additional part(s) while successfully performing one's own. Developing this capacity can start with counting the beats of the measure aloud while playing the piano part, which gives the mind and ear a new dimension to coordinate. Next, the student can practice reciting just the rhythm of the solo part while playing their own part as a way of understanding how the parts fit together. Finally, ask the pianist to "scatt" the solo line with both melody and rhythm on nonsense syllables like "la-la" or "da-da-da" while playing the piano part. This is particularly helpful for any passages that involve off-beat playing by one part or the other; feeling that on-beat/off-beat relationship internally can promote a successful first rehearsal.

The student will also benefit from being able to play his part at a variety of possible ...