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Lesson Objectives:

Lesson last night focused on the Marcello Sonata and the Gigue from Suite#1. On the latter, he suggested that I get the rhythm, then the notes, then the bowing. For the bowing, use the metronome to get those fast first down bows and the notes in the first slur to be equal length. Also, analyze the piece and ask what are all the bowings and rhythms needed to learn this section or piece?

Lesson Assessment:

As far as the lesson itself goes, I didn’t show well what I learned, except perhaps in the position piece. I recommitted to doing things in the standard order, and making a separate practice session for the orchestral pieces.

After Action Report:

Tomorrow’s practice will be better. You absorbed more than you thought. I was so prepped for my lesson, and so surprised when it went south on me. But a few positive that are obvious need to be repeated

Specific comments on things to do for next lesson

  • Scale was good – time to move on to a new one, although this time, do enough so that you leave yourself for some new bowings and rhythms. Do the usual review of the important notes as well.
  • Upcoming e-minor scale: For e-minor, those would be E-G-B. You have C,D, and G natural (on the descending part) , and will ring. You also have the high E harmonic so you know you’ve arrived correctly at the top. Interestingly, the third octave goes precisely through the middle one-third of the A string. It starts at the 1/3 point, and moves to the 2/3 point. Both sound the high E harmonic.
  • I’m back on the metronome, set on eighth notes for the Marcello Sonata. My focus today is on dotted eights + sixteenth and subdividing that beat. The other is to make sure I’m keeping the same pulse across the rest after the first line.
  • For the Bach – get the notes, add the bowing, add another bar and play the entire thing as a phrase. Use “robot arm” on that downbow plus slur on upbow.

Question

Why do we practice melodic minor and not natural or harmonic?

General Comments after a tough lesson

  • You did not literally do “everything” wrong, or the piece would be utterly incomprehensible.
  • Your lesson went better than you thought, and you absorbed more than you thought.
  • Since you can’t have a do over, be content with small victories.
  • You have more skills for diagnosing problems and checking yourself than you used to have.
  • You are going to make yourself more nervous by criticizing yourself. Can you put the criticism, even if deserved, on the shelf until later. Don’t be unbelievably positive (I can’t stand that), but can you just wait to talk about it to yourself later?
  • Do not ask “how did this happen”. Save that for the “after action briefing”. The answer is always, “you emphasized other things in practice”
  • It will sound better tomorrow.