253737
RELAXATION STUDIES
MUSCULAR DISCRIMINATIONS
TOUCH, AGILITY AND EXPRESSION
PIANOFORTE PLAYING
TOBIAS MATTHAY
Q
BOSWORTH & CO.
ueirziG LONDON VIENNA amis 20RICHL
1908PREFACE.
[AT Ist 1 am able to oer my sender the execbemateril for the sud stenon and diet teaching
of the couselar expertnenes reqated in Plano Technique, a8 promised in ty “Aet of Touch” and
“Fine Peincples of Panoliying.”
ere T must ace again insist that mv special execs are required in making use of those teachings
My "Method!" —of teaching docs mt const in the wwe of any special exercises, nor even of mere
cexjlnston of and ateation to “ules” Tt consis in gving propery elected piece of actual muse, to the
sadent, and while making clear to im the interpretative requirements of such actual music, i cons in
sowing him at the same tine how to conguer the iiculies of it performance —the techaical and inter
pretatne difieslioe there met with. Studies and Exercises ate then given to tere ar concentated
imate for the study of the éifcukies found to be bawing the way, the nature of which difcalties
hnving been previously fully explained to the student.
1 do nee approve of any “method” which separates the study of Execation from the study of Musi.
‘The two things, although quite distinct, should nevertheless be always studled conjcntly as far as posse
Since we must acquire such abies that our musical sense wil in the end seve to prompt the requisite
tecbniue, it i necessary that we should all slong endeavour to weld these two—our muicl faculty and
four technical fcalty—inta 2 most intate relationship; and we must never therefore, even during the eaty
seages of letning lse sight ofthat which should always form our ultimate aim—the achievement of the
Beautiful in Music.
‘The only rational and dtest method of teaching comits in constantly explaining ro the pupil the
savere of the right actions which alone will lead to success interpretation, and also pointing out the
facta which are the cause of fallure, and doing tis contandy during the study of actual Muie—for the
sake of bettering it interpretation
1 i herein mainly that my method of teaching ders fom previous methods, and to which it owes
such measure of success ait hs attsned
CCercsniy ic is imperative cha the facts and principles which T have demonstrated in my earlier books
sould, as « preliminary, be cursory explained to evey pupl—chid or adule—belore anything che ie
aempted; but these 4st and principles mutt subsequently be weatily exemplifed and practically demon-
seated at every step during the study of pieces, studies and techies. Every shortcoming of the pupils
technical equipment (as to Tone, Duration and Agliey, &e.) must be diagnosed according to those teach-
ings, and being thus eaced 20 the vsltion of some one of other of the Laws of Touch, the pupil can
then directly proceed to core his foultr—Lnowing the nature of them”
‘The particular exercies here in question do not in the las therefore interfere with the retention
of any paricalar “method” of Technics and Seudier adopted by the teacher. For they are designed to
laste the aredent—and Artit—to acquice the cotect execution of any and every technic, study or piece
the may be engnged upon at any time, Obviously therefore, they aze ako useful in the eave steps of erery
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