Music Teacher's Helper Blog

A primary goal of music lessons is to help students unlock the sound of music bound by the printed page. When I catch myself calling the book or score “the music”, I jokingly put the book up to my ear and attempt to “hear” the music. Of course the student gets it and realizes that yes, the page provides only the code and that it is up to him/her to break that code to create music.

Another primary goal of music lessons is also to help students unlock the composer’s story and retell it in a compelling way. Some tend to have a natural inclination to relay the true colors of a composition. Others (like most average students) may not have this special intuition. However, with guidance, anyone can play a piece and share a musical “story” successfully.

This guidance can be broken into the most basic elements. Building upon these fundamental rules, students can break the notation code and share in artistic music-making.

NOTE: The content of this blog is a modification of an outstanding article written by renowned pedagogue, Marvin Blickenstaff. Since reading the article, I continue to revisit how best to articulate and relay this important topic to my own students. His article includes many specific musical excerpts not included here. It can be found in the Spring 2008, Vol 19, Number 1 Keyboard Companion Magazine.

BASIC Rules of Phrasing

I use the following with my earliest students, and weekly guide their discovery–but, not necessarily with all the “fancy” terminology.

A Phrase…

• is a musical or “singing” SENTENCE and may end with a . , ? : ; or !
• has a BEGINNING, MIDDLE, END
• is usually FOUR measures long
• usually ENDS with a longer note value
• usually has a PARTNER which will have

1. the same Beginning, Middle and Ending = Phrase A
2. the same Beginning, but different Middle and or Ending = Phrase A1
3. everything different = Phrase B

• includes a PEAK or loudest point (and shaped like a rainbow)
• usually the Ending is SOFTENED
• may be easily identified if lyrics are included (or created!)

Encouraging students to identify and compare phrases even at the earliest level improves reading and memory skills. Also this process boosts spirits when it is revealed that perfecting Phrase A is “2-for-1 practice”–as there is usually at least one more Phrase A later in the piece.

Lyrics provide excellent guidance for identifying and shaping phrases. I ask elementary students to SAY the lyrics, first in a monotone voice, and then with a great deal of inflection.  Students then discover that they can PLAY the phrase with inflection (using dynamic shaping) as well. If they are not included, creating original lyrics is fun and extremely helpful in boosting artistic confidence.*As the musician matures, applying these rules will not guarantee a musical performance. True phrasing is an art and, as Blickenstaff states, may be defined as:

• exceeding the correct notes
• music flows forward
• expression is tangible
• naturalness to the shaping
• timing between sections

Next month’s blog will include the rules BEYOND the basics that guide a musician to explore the composer’s specific intentions for phrasing and creatively unlock the sound from the page.

*The focus of this article is limited to phrase shaping. Much more could be said about the use of imagination, storytelling, color portraits, etc, in preparing for an artistic performance.