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used very early on in lots of repertoire to create different touches, tone and effects. It is
beginner level and for an intermediate level student it will have been a familiar and present
technique in their repertoire. Staccato is mainly split into three areas: finger staccato, wrist
staccato and arm staccato. Each touch demands a different technique and way of using the
body so practising for good staccato takes time and patience to build the coordination of the
movements. Tension is also something to watch out for as a teacher when teaching staccato
as due to the short, detached connotations students can very easily tense up their body which
Learning Objectives:
Learning the differences between the three main types of staccato (finger, wrist, arm)
Learning to recognise and execute accurately the three main types of staccato in
Learning how to play the staccato with relative ease and no tension in the posture and
stance
Finger staccato
This kind of staccato produces a light, crisp sound which is usually suited for fast, swifter
Teaching Approaches
Firstly, beginning with the finger resting lightly on the top of the key in a slightly
straightened position then plucking fingers backwards, the idea of taking the sound
and pulling the sound back. Or idea of grabbing the keys and doing a finger swipe.
The hand or arm shouldnt be moving during the process. Working in little sections,
Ex 1
Excerpt A
An exercise from John Thompsons Hanon Preliminary Exercises for Piano can be given to
students to illustrate a proper finger staccato technique. Using imagery in the title with The
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Machine Gun also helps to better associate and paint a picture in the students mind of the
Excerpt B
Schumanns The Wild Rider, No. 8, is a good work for specifically working on finger
staccato.
Practice strategies
Treble (A section) opens with a punctuated theme against crisp chords in the bass,
Interchanging between hands allows for practising right and left hand staccato.
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Sudden accents (sFzs) amidst slurred notes in a pervasive staccato landscape provide
Wrist Staccato
This kind of staccato involves slightly creating a hinge with the wrist with no finger action
and the hand bouncing up and down. The touch produces a crisp, almost percussive staccato
and is usually used for playing chordal passage work or groups of two notes or more in a
detached manner.
Teaching Approaches
Developing a flexible forearm, upper arm and torso to cushion the wrist
Practising the basic movement away from the piano first beginning with the hand in
a natural position, moving upwards using the wrist, then downwards with forearm
Practising initially with simple C major chords and then transferring to repertoire
Czernys Study No. 40, from The Art of Finger Dexterity is a good study for wrist staccato
The passage can be modified slightly to be practiced in the above manner, with resting spots
to release tension and make sure the wrist is free. After practising the modified version with
tension release the student can go back to playing the original version of the study.
Practicing wrist staccato is best with passages that dont have a large stretch for the
hand.
Giving an accent on the first beat of the passage helps to direct the movement for
ease.
Important to free the wrist swiftly between each group to free the tension.
Speed will come naturally and from practice tension release will also allow the
This is a good work portraying use of wrist staccato in a rapid tempo situation. Due to speed
and repetition, it is easy to create tension in the wrist so again important to practise slowly
and build in areas to release the hand. Working in small sessions at a time will help to
Arm staccato
For this type of staccato the elbow acts as the hinge and makes more use of the weight of the
arm rather than the wrist action and this results in a staccato with depth of tone. This is the
least commonly used staccato type and used in situations where a loud sound is required
which a wrist action cannot produce. As the hinge is from the elbow for power, it is not as
fast as the smaller mechanisms so mainly used for octave or slower passages needing a full
sound.
Excerpt E:
This passage shows the use of a very loud, accented octave sound in the left hand for
maximum effect. Here forearm staccato can be effectively used to create the depth of sound
Pedalling Technique
Pedalling on the piano is an important technique which the student will encounter during their
years of study. It is important on the piano due to influencing the whole sound picture, like
what styles of repertoire students are exposed to, the pedalling style will also change. It is
important to teach students good pedalling technique early on as if not executed well or
understood can serve to blur and impede a students playing. Being taught early on gives the
advantage of it being something natural and instinctive when used, as well as promoting good
Learning Objectives
A good understanding of the basic functions of the two standard pedals most used in
Learning to listen and develop good aural skills for pedalling in different styles
Able to adjust pedalling to suit the resonance of different pianos and performance
spaces.
Legato/Syncopated Pedal
Legato pedalling is usually the technique first taught where the sustain pedal is pressed down
after a note or chord has been played but before the keys have been released. This catches
the sound and connects it with the next one. This allows the connection of different notes and
harmonies and keeps them clear of dissonance. It is called legato pedalling because the pedal
is used to connect notes together and create the illusion of smooth playing. While it is also
called syncopated pedalling because the foot goes down as keys go up.
Ex 2
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Depress pedal on 2nd beat of bar and bringing up exactly on downbeat of next new
chord.
Coordination opposites: Foot releases when the hand goes down, then pedal goes
Excerpt F:
Examples of pedalling and the idea of individual taste can be seen with the opening of this
waltz by Chopin where different concert pianists use different pedalling techniques. Here is
an example of the opening marked over with legato pedalling, with the pedal changing on the
first beats.
2 Rhythmic/Simultaneous Pedal
The sustain pedal is depressed at the same moment the keys are struck. This is great for
accenting a sharp attack or giving a big chord some extra resonance. In dance music (a waltz
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for example), using rhythmic pedalling on downbeats can help accent the rhythmic pulse of
the piece. By emphasizing the first beat of each bar (or another beat, dependent on genre),
rhythmic pedalling helps us to feel the rhythm of the piece better. Rhythmic pedalling occurs
a lot in Chopins music, where he writes rhythmic pedalling specifically on the score.
Excerpt G
Here in Chopins Waltz can be seen pedalling is featured with rhythmic pedalling, where the
pedal goes down on the first beat and up on the third beat, the markings being marked by
Chopin himself.
Technical challenges
The most commonly used and firstly taught type of pedalling is syncopated pedalling,
therefore with Chopins music it may take some time to get used to the style of
rhythmic pedalling.
Difficult to coordinate at first with the foot going down with the first beat and up on
Practice Strategies
Over-emphasising the pedal when practising with the left hand, and feeling the
Excerpt H
Here in Chopins Nocturne Op. 9 No. 2, is another example of the rhythmic pedalling where
the pedal is marked as going up after the last note of each group. This essentially creates a
The preliminary pedal is the easiest to execute and creates great tone colour. It is simply done
by pressing the pedal down before the first notes of a piece or section. This allows the piano
to be at its most resonant when the keys are struck and creates a full and deep sound.
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Activate and make student mindful of their hearing to allow for accuracy of the pedal
(clean/dirty pedal)
Practicing first without pedal. Mastering the piece to a certain degree: accuracy in
text, fingering, rhythm, dynamics, articulation, phrasing, sound quality and then add
Octave Technique
intermediate progressing onto advanced piano repertoire they become much more frequent
and the correct way of executing octaves should be taught carefully to the student so they
develop good habits and an understanding of how to release tension. It is also dependent on
the students hand growth and size at the time for the teacher to decide whether it is
Romantic composers such as Franz Liszt (1811-1886) used a lot of octave passages in their
works to create drama and excitement as well to bolden and outline melodic lines to engage
listeners. Combined with the sustaining pedal it can greatly increase the richness and sonority
of piano harmonies and sound. It is one of the important and effective skills in the piano
technique arsenal and can be used to portray many expressions and effects on the piano.
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Playing octaves is often seen as one of the more difficult aspects of piano playing technique
Octaves involve stretching to some degree (usually between the thumb and fourth or fifth
fingers), and students must be able to reach or stretch to the appropriate hand position fairly
Overplaying octaves can cause injury as well as tightness and pain in the hand and wrist. If
for any reason students feel uncomfortable or tight, octave passages should be stopped
immediately, allowing students to wait until their hand grows slightly larger.
Most young players can assume the necessary hand position eventually around the
intermediate level.
There are many different octave variations prevalent in piano music, fast and furious, or slow
and legato, and with a suitable approach and the correct physical movements, they can be played
effectively, even for those with smaller hands. As they form a vital role in piano music, they cannot
be ignored by piano teachers in their teaching and therefore it is important for students to learn and
Learning Objectives:
Students will develop octave playing with relative ease and no tension in the wrist,
with relative ease, from slow melodic playing to more rapid, virtuosic passages
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Have the students begin with awareness of the wrist and stretch out to the full octave
span. Hand should be relaxed apart from thumb and fifth finger
Practising initially with breaks between each octave, with a free and loose wrist
Thumb and finger should have a certain grip to avoid note splits or inaccuracies
Develop the students bridge position with knuckles slightly raised while arm and
Begin with scales of octaves or exercises containing octave passages, and once
Separate hand practice initially to develop each hand and observe better at one time.
A passage from an exercise such as the following (from Czernys Study No. 49 Octaves
Excerpt I
Can be practiced and broken up into small chunks to allow for release of the wrist and
tension.
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Octaves take considerably more strength and strain to play than normal passagework
therefore practising in a pattern of four will help to develop a consistent technique by resting
in between. Otherwise constant octave practising can lead to muscle pain and repetitive strain
Practice strategies:
Often more advanced octave work involves long passages of octaves in a row. i.e.
more than three. Best to group and feel the octaves in one movement. Chunking
practice.
To develop very disciplined octaves, students can practice the outer single notes of
each octave. i.e. only playing the thumbs of the passages or the fifth finger only
starting with scale passages. Hand and wrist will get accustomed to the quick,
Practice with varying dynamics, articulation as well as voicing the top notes of the
As students gain confidence with octave scales, octave skips can be introduced
Excerpt J
This is a good study to give students as it is a study entirely based around octaves with a
mixture of broken octave chords culminating with an ending of full octave chords or both
Knowing where the melodic lines are with the octaves and bringing out the fifth
finger.
Excerpt K: Rondo Alla Turca, from Sonata K. 331 in A major (W.A. Mozart)
Mozarts Turkish March also features prominent use of octave figurations at a loud dynamic
and fast tempo. These would need to be practised separate hands as well as incorporating the
coordinating the left hand ornaments with the right hand. Difficulty lies in the fact that the
scalic patterns use white keys and black keys as well as leaps of a third. The student would
need to practice effectively in chunks and sections specifically for the right hand passages.
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Exercises:
Repertoire:
Burgmuller Studies Op. 100, 109
Schumann Kinderszenen Op. 15
Chopin Waltzes Op. 64
Kabelevsky Op. 39
Mozart - Rondo Alla Turca, from Sonata K. 331 in A major
Andante and Rondo Capriccioso Op. 14 Mendelssohn
Prelude in E flat minor No. 14 Op. 11 A. Scriabin
Allegro Barbaro, B. Bartk
Books
On Piano Playing by Gyorgy Sandor
Famous Pianists and their Technique by Gerig
The Pianists Guide to Pedalling by Joseph Banowetz
References
Burgmuller, F. (1903). Twenty-five easy and progressive studies for pianoforte: op. 100:
expressly composed for small hands.
Czerny, C. (1893). The art of finger dexterity: fifty studies for the piano, op. 740. G.
Schirmer.
Hanon, C. L., & Thompson, J. (1956). Preliminary exercises for piano. Chappell &
Company.
Mozart, W. A., & Takada, N. Turkish march: Rondo alla turka. 1783. Asbury Park, N.J:
Studio 4 Music, 2005.
Schumann, R.. Album for the young, op. 68: for the piano.1838. Alfred Music Publishing,
2004.
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Bibliography
Bresin, R., & Umberto Battel, G. (2000). Articulation strategies in expressive piano
performance analysis of legato, staccato, and repeated notes in performances of the andante
movement of mozarts sonata in g major (k 545). Journal of New Music Research, 29(3),
211-224.
Rubinstein, A., & Carreo, T. (2013). The art of piano pedaling: Two classic guides. Courier
Corporation.
Repp, B. H. (1996). Pedal timing and tempo in expressive piano performance: A preliminary
investigation. Psychology of Music, 24(2), 199-221.