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

The Student practiced several piano pieces, including Opus 802, Number 8, and Opus 599, Numbers 15 and 16, focusing on finger independence and rhythmic accuracy. The Tutor introduced new velocity studies from Cherney's School of Velocity (Opus 299, Number 1), emphasizing specific fingering techniques and coordinated hand movements. The Student was assigned to practice Opus 299, Number 1, up to measure eight.

Student and Tutor focused on piano technique, sight-reading, and advanced ragtime concepts. They practiced exercises from Opus 802 and Opus 599, refining fingerings, hand motions like parallel and contrary motion, and developing a specific "trampoline" pushing gesture. The session also covered a specialized target practice method for complex stride jumps in an advanced rag, with the Student instructed to practice Opus 802, Opus 599 number 10, and specific sections of the rag daily.

The class focused on piano technique and musical interpretation, specifically for Chopin's Etude Op. 25 No. 6 and Beethoven's Pathétique Sonata, Movement 2. The Student practiced passages from both pieces, discussed precise fingering, rhythmic accuracy, and dynamic adherence, and explored different interpretive approaches based on score analysis versus common performance practices. For homework, the Student was tasked with solidifying the tempo and dynamics for the Chopin Etude and experimenting with playing the Beethoven piece's crescendo section strictly in time.

Student and Tutor reviewed the student's progress on several piano pieces from various Opus collections, focusing on challenges with finger independence, tempo control, and chord transitions. They practiced using a metronome more effectively for complex passages and established strategies for breaking down new, challenging pieces. The Tutor emphasized playing through mistakes to gain useful information rather than stopping, and the session concluded with assignments for continued slow practice on specific sections.

Student and Tutor started with piano warm-up exercises, followed by a review of musical motion concepts like parallel and contrary motion. They then began learning an ear-based arrangement of a new song, focusing on coordinating right-hand skips with left-hand sustained notes across different finger positions, including accidentals. The Tutor will provide the music for the new song for homework.

Student and Tutor engaged in a piano lesson, focusing on technique and interpretation across several pieces: Opus 139 No. 73, Opus 802 (various sections), Opus 500, and Opus 299 No. 19. They discussed tempo interpretation, effective practice strategies for difficult passages, and the pedagogical reasoning behind specific fingerings. For follow-up, the Student was assigned to prioritize Opus 599 No. 19, practice Opus 802 Nos. 14 and 15 extremely slowly, and begin Opus 802 No. 11.