Interpretive Choices

“But it’s not in the music” - Interpretive Choices

We’ve all experienced seeing a piece of music in two or three different

editions with very different dynamics, articulation or even notes. While it is

important to make sure one respects the intent of the composer, it is just as

important to understand the variables that make up for inadequate notation

or poor editing. The teacher then becomes the editor and will need to make

interpretive adjustments for the student. They are so conditioned to read

exactly what is on the page (that is learned in school, as well as at the

piano lesson), they do not understand there are times when it is necessary

to add a level of musical understanding to the piece which they cannot

see.

We only have two expressive devices with which to create musical playing:

Changes in volume and changes in time. Simple as that seems it can get

very complicated. There are some considerations to make when working

with an inadequate or poorly edited score. These will be addressed with

some examples from the literature. Anyone who has a score they have

questions about, particularly in beginner literature, please bring it along.

Elaine Friedlander

Elaine Friedlander received her Bachelor's degrees in both Performance and Music

Education from the Philadelphia Musical Academy, and holds a Master's degree in

Music Performance from West Chester University. Mrs. Friedlander has been teaching

piano since 1966. For many years Mrs. Friedlander has adjudicated for festivals and

competitions. She maintains a busy private piano teaching studio in West Chester, PA.