
What not to do as an accompanist!

Dear Sir,
The Accompanists Guild of Queensland has recently become aware of a surprising and misjudged policy adopted by the AMEB, of introducing recorded accompaniments for use in practical music exams “as an alternative to accompanists”. As an association of professional accompanists, we are very concerned by this worrying initiative, and wish to strongly voice our disapproval of this decision.
While we recognise that recorded accompaniments may benefit students in the preparation and practice of pieces in some cases, the use of recorded “backing” in the actual examination can only provide a disservice to the young musicians. For one thing, we do not believe that “the availability of accompanists has become an issue”, at least in the major centres. All our members are competent and experienced musicians, and always help the soloists to perform at their best.
The AMEB should, on the contrary, encourage the use of accompanists in the examination room by not making it simply optional. How can a nervous young student doing an exam for the first time for instance, feel that he/she is safe and secure when following a tape which will play “at the 100% tempo” without regard for tonal balance, and unresponsive to the candidate’s stage of technical development? In more advanced cases, works which require good musical rapport between solo part and accompaniment can only be compromised and devoid of character and creative interpretation.
There are many other aspects of performance that can be affected without a real, live person, sensitive to nuances of interpretation, and supporting the solo candidate with commitment and sincerity.
We sincerely hope that the AMEB will reconsider their ill-advised decision and disregard this policy to demonstrate a more intelligent and understanding attitude towards ensemble playing, and to maintain some fundamental principles of good music-making in performance presentations.
Yours sincerely,
Regis Danillon
President
Accompanists’ Guild of Queensland, Inc.
Download and print the above letter penned by our President, Mr Regis Danillon
Chair of the Accompaniment Studies Unit at Sydney Conservatorium of Music, the President of the Accompanists’ Guild of NSW
Statement of Commitment
The Accompanists’ Guild of Queensland Inc. is committed to the safety and wellbeing of all children and young people, including those who use our services. The Guild expects its members to always provide a safe and supportive environment, and our members are expected to treat children and young people with respect and understanding and aim to address their concerns at all times.
Members are advised to be aware of legal requirements for “Working with Children Check” (Blue Card).
Code of Conduct
Members of the Accompanists’ Guild of Queensland agree that they will:
Respect the rights, dignity and worth of every person, regardless of their abilities, gender, religion or cultural background;
Provide a safe and supportive environment for young people;
Refrain from using abusive, derogatory or offensive language; and
Impart knowledge and skills in a respectful and encouraging manner.
Master Class for Young Accompanists August 2014
Words by Juanita Simmonds
On a Saturday afternoon in Brisbane, seven school-aged musicians took a turn at the piano to perform and rehearse live with a professional flautist in a Masterclass organised by the Accompanists Guild of Queensland.
The participants, aged between 12 and 18, are currently studying solo piano but have an interest in making music with others as piano accompanists or associate artists.
The soloist and instructor in this Masterclass was Mrs Janine Grantham, known in Queensland as an orchestral flautist, teacher and AMEB Senior Examiner with many years experience.
The event was open to members of the public, accompanists, and parents of the participants. The audience observed Janine encouraging and shaping the musical ensemble. She provided tips on how to work with a flute soloist on issues such as intonation, timing and entries in repertoire as varied as Schumann, Faure and “Blues at Eleven”.
Accompaniment masterclasses and workshops often are run by pianists and can tend to focus ultimately on piano technique. This Masterclass was innovative in being facilitated by a soloist who can advise the pianist on typical balance problems with their solo instrument while helping to bring the duo together in an artistic and musically satisfying way.
The session was organised by the Accompanists’ Guild of Queensland in response to interest from young pianists wanting to develop their skills of accompaniment. President of the Guild, Mr Regis Danillon, said that the participants were keen and engaged with Mrs Grantham’s instruction and music making.
“The first accompaniment Masterclass was held in 2013 and was quite successful so we ran it again this year. I think there is enough of a demand to continue this as a regular event in Brisbane’s musical calendar,” said Mr Danillon.
You can register your interest for the next Masterclass by emailing the Secretary of the Accompanists’ Guild of Qld, secretaryagq@gmail.com
Accompanists Guild of Queensland Inc.
http://www.accompanistsguildofqld.org
Accompanists’ Guild of Queensland Inc.
presents
MASTER CLASS
for Young Accompanists with
Mr Stephen Chin, Violin
Saturday 3rd August 2013 3:00pm
MTAQ Auditorium, Suite 26, Taringa Centre, 200 Moggill Road TARINGA
• The Accompanists’ Guild of Queensland is pleased to provide an opportunity for school and tertiary students to gain experience in the art of Piano Accompaniment and encourage them to perform with a professional artist, in a Master Class situation.
• The Master Class is to take place on Saturday 3rd August and will be held at the MTAQ Auditorium. It will be a 2-hour event limited to 8 participants. The Master Class teacher will be violinist Stephen Chin, who will assume the role of soloist with the participants. Mr Chin’s biography can be found on the back page of this form.
• Selected students must be active pianists currently taking lessons with a teacher who will assist them with the preparation of their work.
• Repertoire: Each participant will select a piece of moderate duration from the Violin repertoire and prepare the piano accompaniment part of that piece. Works of approximately Grade 3 and above are preferred, but any level will be considered. Please consult the AMEB (or equivalent) syllabus, or take the advice of a violin teacher for suggestions. Assistance in choice and preparation will be provided by the Guild, if requested.
• Participants must be keen to work, respond positively to suggestions and be prepared to take part in discussions with the Master Class teacher.
• There is NO FEE for selected participants. The Class will be public and audience members, who may include parents, teachers, members of the Accompanists Guild and friends, will be invited to contribute with an admission donation of a gold coin.
• For further information, please contact the President of the AGQ, or any member of the Committee. Contact details can be found at http://www.accompanistsguildofqld.org
STEPHEN CHIN
As a founding member of the Sydney Youth Orchestra, Stephen’s interest and enthusiasm for music lead him to undertake further studies at Sydney University where formal training in both violin and composition were completed. Since that time, he has been invited to perform with such groups as the ABC Sinfonietta, the Badinerie Players, the Queensland Philharmonic Orchestra, the Queensland Pops Orchestra and Corda Spiritus. In addition to this, Stephen performs regularly with a number of professional chamber ensembles.
Stephen publishes a number of string compositions and arrangements which have been used as test pieces for a number of competitions throughout Australia and are also presented as examination pieces for the AMEB. Stephen Chin has been invited many times to adjudicate various Eisteddfods and competitions such as Queensland festival of Music, The Western Australian Schools Orchestra Festival, the Hobart Eisteddfod and the Gold Coast Eisteddfod. He is also in demand as a string and orchestral clinician, regularly conducting a number of workshops and festivals both nationally and internationally.
Stephen is presently Principal String Teacher and Director of orchestras at Brisbane Grammar School, is a lecturer at Queensland Conservatorium of Music, conducts the BEL Orchestra at the University of Queensland, and is the President of the Australian String Teachers ‘ Association for Queensland (AUSTA Q). Stephen Chin has completed the Masters of Music Course at the Queensland Conservatorium, specialising in violin performance and pedagogy, and is currently a string and theory examiner for the AMEB.
Play non-obnoxiously (not too loudly) as the basic technique. Think about accompanying in a group with a guitar player who can lightly strum chords while the drummer may use brushes or soft drumming style, etc. but of course some singers, as an alternative, may have a style where the instruments are pretty loud…
Lighten up as a piano accompanist and even just use one hand to play the rhythm while chording so that it is not like “clump, clump…” explained in detail below. Using the piano for accompanying will often involve both hands for turn around parts, left hand or right hand chording variations, ideas like the Circle of Fifths, and adapting to what your soloist does by recognizing the style and responding to the tempo, rhythm and style by ear. You probably (but not necessarily) need to do an introduction with both hands and do an ending.
Use one hand to accompany on the piano. Sure there is more to learn to be a good piano accompanist. See chords in “Tips” below.
Learn to break the chord into arpeggio (ar-pe-szhe-o), which means sounding of the notes of a chord in succession [perhaps rapidly] instead of simultaneously.
Practice rolling the notes by rocking or swaying your hand and fingers: going through each chord to play the notes separately.
Think of a mental picture of the fingers as forming the same “shape” of
Experiment playing “near” middle C, and down an octave (or maybe up) from there to fit your chording to the singer(s).
Learn to get the chord from the key signatures.You will see a pattern in the key signatures as they progress by every fifth lettered key/note in the “circle of fifths”.
Write the chord changes above the words on a written or printed page like it is done for guitar. There is a studio-professional way to do that using Nashville lead sheet notations. It is for a rhythm section (usually consisting of piano, guitar, drums and bass). The musicians practice to be able to improvise to present the chord in a blend with other instruments. That numbered method of notation allows musicians who are familiar with keys and chords to play the same song in any key that one knows without written sheet music.[1]
Interpret various piano styles by ear, and so you change tempo and the chord like for changing the key up or down as necessary. This is not an amateur trick: there is a free downloadable software created by Harvey Mudd College computer programming department for this kind of notational work for orchestras to use, etc.[2].
Leave the melody for the singer to do, and so you chord cleverly and rhythmically during the vocals (something like strumming, playing rhythm). So you hit individual notes of the chord as mentioned using a form of arpeggio (also called broken chords). That’s the technique in short, as the essence of the idea.
Show two or more singers the harmony of the three most basic chords: “1,3,5” chords (which are just the key of C or key of F or key of G) which have no sharps, no flats, etc. The 1 represents the “root” (fundamental) note. The 3 represents “the 3rd,” or the note 2 places up. The 5 represents “the 5th,” which is 4 places up from the root and 2 places up from the 3rd. Each note skipped is called an interval (creating a pleasing separation between the ones that are sounded out).
Demonstrate chords to the singers and help them to hear how the different note combinations (chords) sound when working together. It’s easier to learn basics of harmony by hearing the notes played on a piano. Then one can start to sing along with the piano notes. Then they can move on to singing the harmony with another singer.
Harmonize by singing “to the melody” but in a slightly lower or higher pitch to create a chord with voices.
Add a 7th for a fourth voice in harmony and/or the 1st (or root) note, up one octave (for unison).
Learn the basic 1,3,5,7 major chord notes (C7, F7, G7 — see “Tips” below), as a group, and then you can help singers harmonize by their consistently carrying one of the chord notes; after they learn to hear them in the chord (and so they hear harmony) among voices. Bad harmony is being inconsistent, and so traveling from ones note to the note of someone else (off key).
Chords generally consist of at least “three” notes/pitches/tones (Let’s call them notes.) sounded together. If you speak of only two notes that are to be sounded then that is known as an interval (like a distance).
The simpler three note chords are major chords “C, F, and G” that are made up of only white keys spaces exactly the same way.
Notice that C chord is exactly the same shape as F and G chords in the photos using sticky notes on a keyboard above… but C shown as three notes on lines of sheet music would not show that concept.
Two basic fingerings will work for all major, minor, 7th, major 7th and minor 7th chords for chording…
Notice that D chord is exactly the same shape as A in the photos using sticky notes on a keyboard at the left… but D shown as three notes on lines of sheet music does not show that idea. The shape of the handfor A or D chord is almost the same as C, F, or G — but A or D has the middle fingered-note “sharped” (“Sharping” or “flatting” is really only a half step between notes.). So, they both have a black key for the middle finger — left to right on the left hand (5, 3#, 1) where the “#” symbol means “sharp” which is most often the black key to the right…
Last edited:
September 29, 2012 by Ttrimm
Categories:
Piano and Keyboard
Recent edits by: BR, DifuWu, Manchurian President
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