Discover classical piano through personalized lessons that emphasize musical nuance and sound technique.

Student and Tutor re-established their lesson plan for piano, beginning with foundational rudiments for identifying notes and practicing five-finger patterns in both hands. The Tutor introduced Czerny's Opus 599 as the core pedagogical material. For follow-up, the Student was assigned to practice the discussed rudiments, obtain Czerny's Opus 599, and write out the note names for the first eight measures of the first piece for verification.

Student and Tutor engaged in a detailed piano lesson, primarily focusing on the musical interpretation of Czerny's Opus 299, Etude 1, and a section of a waltz piece. They practiced dynamics, phrasing, and the use of agogic accents in the etude, and discussed nuanced pedaling and tempo considerations for the waltz. The Student was assigned to extensively practice a specific section of the waltz with different pedaling approaches for the next session.

Student and Tutor continued their work on piano technique and repertoire, focusing on pieces for an upcoming digital exam, including Opus 299 and Maple Leaf Rag. They discussed detailed left-hand and right-hand techniques for ragtime, proper pedaling, and reviewed dynamics and phrasing. For follow-up, the Student was encouraged to continue practicing Opus 299, begin Opus 299 number 6, and consider new advanced etudes and rudiment studies from Czerny (Opus 667 and Opus 365).

The Student and Tutor practiced piano technique and musical interpretation, specifically focusing on score following, dynamics, and expressive performance choices. They worked on exercises from Opus 599 and 802, emphasizing left-hand stability, hand coordination, and navigating black key passages. For homework, the Student will continue practicing the current exercises and work through the remaining parts of 802 number eight.

The Tutor and Student addressed challenging right-hand piano fingerings in a Chinese song, exploring alternative scale rotations and chord voicings. They extensively practiced C major scales and chord inversions from Opus 500, focusing on evenness, rhythm subdivision, and refining wrist technique. Homework included slow, repetitive practice of these scales and pieces, with a future discussion planned on improvisation to create customized piece endings.

Student and Tutor focused on interpreting a Corale from Opus 696, discussing techniques for dynamic control, slurring, and tempo to achieve expressive character. They also began exploring a new piece, Opus 696 No. 10, focusing on left-hand technique to create layered bell tones without the pedal. Student was assigned reading Chapters 5-8 of Opus 500, Part 3, to prepare for more advanced interpretive concepts and future pieces.