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Awadagin Pratt: Pianist, Conductor, Music Education Advocate



We would like to thank Artina McCain for this interview with pianist Awadagin Pratt. This week on Piano Inspires Podcast, Artina McCain is interviewed! Check out the latest installment of the Piano Inspires Podcast on Wednesday, May 22, 2024. To learn more, visit pianoinspires.com. Listen to our latest episode with Robert Weirich on Apple Podcasts, Spotify, YouTube, or our website!

I recently had the pleasure of interviewing concert pianist, conductor, and professor at the University of Cincinnati’s College-Conservatory of Music, Awadagin Pratt. Born in Pittsburgh, Pennsylvania, Awadagin Pratt has received the Distinguished Alumni Award from Johns Hopkins, an honorary doctorate from Illinois Wesleyan University, and an Avery Fisher Grant. In November 2009, Pratt was one of four artists selected to perform at a music event at the White House that included student workshops hosted by the First Lady, Michelle Obama. He also performed in concert for guests including President Obama. He has played numerous recitals throughout the United States and internationally, including four tours of Japan. We had a great chat about his historic career, the competition his foundation will sponsor, and—BBQ!

Artina McCain

Tell me about your early exposure to music.

Awadagin Pratt

My father listened to classical music in our home. He was a nuclear physicist, but he loved music and actually played the organ as a child. He would often record from the radio to the old reel-to-reel tape machines. It was the only music in the house, and I liked it. My parents started me with piano lessons when I was six, but when we moved to Brazil for a year, I stopped taking lessons. I restarted piano lessons when I was eight and then began taking violin lessons when I was nine.

Photo credit: Robert Reck
Pianist Awadagin Pratt (Photo credit: Robert Reck).

AM:

How did you end up choosing piano over the violin?

AP:

When I was sixteen years old, I entered the University of Illinois as a violin major. Illinois wouldn’t allow a double major, which is what I wanted to do, and somehow it was decided for me that I was going to study violin. I was also studying piano with a teaching assistant who would always say, “You know, you could be a piano major.” I thought, “Well, it’s not allowed.” After a couple of years, I was able to study with a piano faculty member there, but then I transferred because I really wanted to be a double major. I also wanted a conservatory atmosphere. Although the faculty and the teachers were great, Illinois leaned towards music education more than performance. I wanted to be in a more concentrated, intensive musical environment. I applied to Cleveland Institute of Music, New England Conservatory, and Peabody Institute. I was accepted to New England on violin and not piano. I was accepted to Cleveland on piano and not violin. I was accepted to Peabody on both instruments, so I went to Peabody.

AM:

Talk about fate! What happened next?

AP:

At that age, I was really focused on the central European repertoire—the core part of our repertoire— and was deciding whether to concentrate on violin or piano. It would have been hard for me to have a solo career as a violinist, and I knew I didn’t want to play in an orchestra, so I drifted towards piano and conducting.

I graduated with degrees in violin, piano, and conducting from Peabody, but then I went on to do an Artist Diploma in piano and a Graduate Performance Diploma in conducting. I slowly stopped practicing the violin. I still play occasionally, but just random chamber music or donor events. When people are paying over $100 a seat, I play the violin!

AM:

Well, it’s good for the piano world that you chose piano! Let’s recap your historic win at the Naumburg Competition. How did your international career evolve after entering that competition?

AP:

That time of life was interesting. A few years before, I was in a competition sponsored by what is now called the American Pianists Association, formerly known as the Beethoven Foundation. I made the final twelve in that competition and then the final six. You know, they say no competition is fair except for the one that you win! Menahem Pressler and Leon Fleisher were judges. The third judge was Alan Hughes, who was a retired New York Times critic. Hughes told me that my playing was too individualistic, too different to win a competition. “You should try and play for conductors and find a conductor to take you under their wing.” I thought, “Ha! Let me call Daniel Barenboim and see what we can do.”

Well, Peabody started having their students play for some of the conductors who were coming in, but nothing came of it. Also, I was trying to pursue a conducting career at the time and had an audition in April for an assistant conductor program with the Louisville Philharmonic, which I didn’t get into. Then, the Naumburg Competition was in May.

The previous year, I went to Banff Centre for a three-month residency. Over the years, I had so many lessons— violin, chamber, conducting, and piano from many different teachers. Sometimes I would be playing the Brahms Violin Sonata on the violin for my teacher Mitchell Stern, but also the piano accompaniment for Sam Sanders who played with Itzhak Perlman and others on the violin faculty—Berl Senofsky, Sylvia Rosenberg, and more.

I was taught all these different ways of performing and interpreting music. Each one had their own internal logic. Each interpretation made sense to the thinking of that performer, that teacher, and I wanted to go and figure it out for myself. How would I assemble a piece of music that I was learning? How would I prepare for it intellectually? What would my practice regime look like? How would I get to know the piece, and how would I perform it?

The year after Banff, I was really done with school. I was in my tenth year of school, and I started to finish my degree by playing all my required recitals. I ended up playing three that year. It turned out that I had performed the requirements for the Naumburg Competition, which was two full recital programs and two concertos.


Celebrate Marvin Blickenstaff’s 89th Birthday With Us!



Join us in honoring our esteemed Marvin Blickenstaff. His 89th birthday is May 19th! Marvin has dedicated his life to serving others, and we are asking for your help to show appreciation in a special way this year.

Share Your Birthday Wishes

To celebrate Marvin’s birthday and support his legacy, please consider making a donation to the Marvin Blickenstaff Institute for Teaching Excellence.


The Marvin Blickenstaff Institute for Teaching Excellence

The Marvin Blickenstaff Institute for Teaching Excellence is an international division of The Frances Clark Center that encompasses inclusive teaching programs, teacher education, courses, performance, advocacy, publications, research, and resources that support excellence in piano teaching and learning.

Created to amplify the extraordinary life work of world-renowned educator and pianist Mr. Marvin Blickenstaff, the Institute serves to advance teaching practice and elevate the music teaching profession.

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Piano Inspires Podcast: Robert Weirich



To celebrate the latest episode of Piano Inspires Podcast featuring Robert Weirich we are sharing an excerpted transcript of his conversation with Nicholas Phillips. Want to learn more about Weirich? Check out the latest installment of the Piano Inspires Podcast. To learn more, visit pianoinspires.com. Listen to our latest episode with Weirich on Apple Podcasts, Spotify, YouTube, or our website!

Nicholas Phillips: I know that your path in music and your career in academia took several turns along the way. Can you talk a little bit about the process of making hard decisions because they can ultimately lead to other really enriching opportunities?

Robert Weirich: Well, yes. The problem with making hard decisions is you don’t know what the result will be; you don’t know what the future will be. When you make a decision, you simply have to live with what ever comes next. My very first teaching job—well, actually, before I had my first teaching job, I was a student at Yale, around New York City a lot. I had some connections there. I really debated whether to stay there in the New York area and try to make it as a soloist. But instead, I took the Tulane job, and the rest is history, as it were. I ended up really loving teaching. Even at Tulane, I—two years later, I had an offer to teach at Northwestern. It was really hard to make that decision even though it was a prestigious jump in the job. I really loved New Orleans, and I still miss it. So you just never know what you’re going to come up with. I think it is proof of that saying—what is it? If you’re dealt lemons, make lemonade. So you just have to make lemonade all the time, whatever it is.

NP: In the book, you talks a lot about how learning is something that begins at a certain point, but never really ends, and it’s an important point for us all to remember, don’t you think?

RW: Yeah, for sure. I think the thing about learning—you do want to learn new things, but I think it’s also important to learn more deeply the things you already know. There’s a chapter in the book about the spiral curriculum, which is a term coined by Jerome Bruner, an educational psychologist. The idea is that in learning anything, you learn very basic things first, and then as the learning continues, it’s like you’re on a spiral up, and you keep coming back to those things that you learned at the lower level, and then you go a little higher and higher and higher. So you are in fact, learning those basics more deeply every time. I just think that’s a good thing to keep in mind.

Robert Weirich with his former student, Allison Shinnick Keep, at NCKP 2023: The Piano Conference.

NP: It’s really important for us to continue to be open to new experiences, while also enriching previously learned things.

If you enjoyed this excerpt from Piano Inspires Podcast’s latest episode, listen to the entire episode with Robert Weirich on Apple Podcasts, Spotify, YouTube, or our website!

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Recollections with Robert Weirich



We would like to thank Robert Weirich for his insightful commentary regarding his latest book, Recollections: A Pianist’s Essays on Teaching, Performing, and Living. Learn more and purchase here: https://pianoinspires.com/recollections-by-robert-weirich/.

I guess you could say that my pandemic project was to go back through my writings for Clavier and other journals and see if there was a viable book in there waiting to surface. I had two fears—first, that the subject matter would seem dated and no longer of interest to musicians of the twenty-first century. After all, I started “The View from the Second Floor” in 1984—yikes, that was almost forty years ago! And that leads to the second fear—no one will remember these writings that, in their time, led many readers to say they turned to this column first when the magazine arrived. But in 2021, when MTNA president Martha Hilley introduced me via Zoom to introduce convention artist Awadagin Pratt (a former student), she said exactly that, citing chapter and verse. She also admitted that she kept boxes of the old magazines just to occasionally revisit a piece she liked. 

Done! I think I started the project the next day.

Happily, I found that the subject matter held up, since most often I was writing about the constants of artistry and learning, values that don’t change. I ended up choosing ninety-one essays written between 1981 and 2016 and arranged them by subject matter into fifteen large sections. There is new writing as well, often giving background on what inspired the essay in the first place. Some of the essays did not appear in Clavier. One I particularly like is called “Zen and the Art of Piano Study” which appears in a section called “Foundations.” The sixteenth section is also new, entitled “The Next Chapter,” and takes a stab at considering the future of our profession. To my amazement, the book clocks in at 394 pages. Happily, it can be read in short bursts.

As for readers remembering me, well, perhaps that is the price of living into my seventies while most of the profession is a generation or two younger! I realize I am no longer the youngest teacher out there, but some of the ideas posited in my writing urged change and questioned tradition, and those questions remain. An underlying theme in the book constantly asks is what we do relevant, is a life at the piano sustainable for anyone who is not a superstar performer? Since most of us don’t qualify as globe-trotting virtuosi, I think the book has more than a little pertinence to those entering college music study, those beginning careers, and those wondering twenty years later what they’ve been doing. When I wrote the columns, these were the readers I imagined. I’m very happy to have all the columns available in one place, thanks to the Frances Clark Center’s publication of Recollections: A Pianist’s Essays on Teaching, Performing, and Living.

I conclude with an excerpt from the foreword to the book, written by Mark Wait, pianist and dean emeritus of the Blair School of Music at Vanderbilt University. For this blog I was asked to say what the book is about. Mark’s foreword does it better than I can:

“The book you are holding could be called The Making of a Musician’s Life. It is an inspiring memoir, a musical and intellectual autobiography.  Here we find themes we will all recognize–the importance of various teachers over a lifetime of learning, encounters and events (planned or not) that change our lives.  Many of us will be especially grateful to Weirich for his loving attention to his earliest teachers. 

“But this book is much more than a memoir or a collection, for it recounts the changing musical and cultural landscape of the past half-century. Weirich has a broad vision, and he casts a wide net. We hear his thoughts, always carefully considered and often provocative, on artistic and educational values, and the place of the arts in our society.

“In all of these issues, Weirich holds up a mirror to our cultural institutions. And to himself, for some of his views and opinions have changed during his fascinating and multi-faceted career. We share his struggles as he considers the future of an art form to which he has dedicated his life.”

Join The Frances Clark Center to celebrate the launch of our newest book, Recollections: A Pianist’s Essays on Teaching, Performing, and Living by Robert Weirich. This event will be held on Wednesday, May 15, 2024 from 11:00 AM to 12:00 PM Eastern Time. Party host Chris Madden will introduce author Robert Weirich. Time to mingle with the author and fellow pianists and teachers will follow. Free registration, RSVP today: https://pianoinspires.com/webinar/5-15-24-webinar/?utm_source=constantcontact&utm_medium=button&utm_campaign=05%2F09%2F24+Weirich+correction.

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A Lifetime Collaboration with Frances Clark



In honor of Teacher Appreciation Week, we are sharing this excerpted article by Louise Goss about her lifetime collaboration with Frances Clark. On behalf of The Frances Clark Center for Keyboard Pedagogy, thank you to all teachers for sharing the incredible and transformative power of music.

The New School for Music Study.

Being invited to look at the changes in keyboard pedagogy over the last 20-30 years is a little like being asked to review my life. Piano Pedagogy and I grew up together, from 1945 until now.

I was born in Kalamazoo, Michigan, a small, vibrant city where music and the arts flourished. Except for very poor piano lessons, I had wonderful musical experiences — church and school choirs, orchestra and band, clarinet lessons and excellent vocal coaching, the local symphony and Community Concerts.

The early days with Frances Clark

By the time I got to college, I knew my future lay in music, and I also realized this meant becoming a better pianist. By great good fortune, my college piano teacher was Frances Clark, who had just joined the faculty of Kalamazoo College. “K” college was a liberal arts school, with a minimal music department. Adding Frances to their faculty was a bold step for a small college, but how bold they had no idea!

By my sophomore year, Frances had persuaded the administration to let her start a program in “piano teacher training” so that six of us undergraduate piano students could begin our training as teachers. Frances already had considerable experience in teaching teachers. She had developed a reputation as a teacher of exceptionally successful young students and was widely regarded for her imaginative ideas on teaching methods and materials. Other teachers began to come to her, first singly and then in groups, for what today we would call “piano pedagogy.” So, in a new college position, it was natural for her to think about how to help piano majors learn the basics of piano teaching.

Louise Goss
Frances’ first collegiate four-year piano pedagogy curriculum

Frances devised a curriculum for us: private lessons on our own repertoire, weekly lectures on the teaching/learning process and how it applied to piano, and demonstrations of her own extraordinary teaching of beginners and intermediate students in both private and group lessons. We studied the popular beginning piano methods of the day, and totally reorganized them under her guidance. We also began to work on supplementary study material to “fill in the holes.”

And so it was, that in my sophomore year, I was already embarked on two aspects of pedagogy which were to dominate the rest of my professional life: a study of the teaching/learning process and how to apply it most effectively to piano teaching, plus an attempt to create better, more comprehensive, more creative teaching materials. By our junior year, each of us was assigned one or two beginners in a study program called “the two-and-one plan.” Frances taught the first lesson while we observed and took notes. We taught the next two lessons, she taught the fourth, etc. In retrospect, I find it fascinating that she never watched us teach. Apparently she learned all she needed to know about our teaching by teaching our students. Each of these lessons was followed by a conference with us on what we were doing right, what we might improve, and how to improve it.

In our senior year, we taught the private lessons from her beginner’s classes, and began to experiment with intermediate level students, still on the two-and-one plan. By the time I graduated (1948), “K” College already had in place what was probably the first 4-year program in piano pedagogy in a college or university anywhere. This little liberal arts college, with a great reputation in English and science, unwittingly found itself at the forefront of an important new movement in the training of piano teachers.

That summer, Frances invited me to help her give her first “Workshop for Piano Teachers.” Three days long, it included lectures, teaching demonstrations, discussion periods, and student recitals. About 35 teachers attended the first of what were to become annual summer study courses, extending over the next 50 years and across the length and breadth of the country.

A time to begin

Frances also asked me to help her put together the supplementary reading materials we had been developing in our pedagogy courses. She took them to the Clayton F. Summy Publishing Company (later to become Summy-Birchard) in Chicago, where they were immediately accepted and published as The ABC Papers. This simple little book of intervallic reading drills was without precedent and became an instant success.

I was at the University of Michigan for doctoral study in musicology when Frances received an intriguing invitation. Summy asked her to study their keyboard catalogue and arrange it in an order that made pedagogical sense. She countered that if they wanted a real “method,” she would need to start from scratch and create one that followed the learning principles and curriculum guidelines she had been developing over the years. Hearing I was to be included in this project, I joyously abandoned the doctorate, went back to Kalamazoo, and began an adventure that lasts even today.

We hope you enjoyed this excerpted article by Louise Goss. To learn more about her collaboration with Frances Clark and read the full article, click here.

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Piano Inspires Podcast: Sara Davis Buechner



To celebrate the latest episode of Piano Inspires Podcast featuring Sara Davis Buechner, we are sharing an excerpted transcript of her conversation with Craig Sale. Want to learn more about Buechner? Check out the latest installment of the Piano Inspires Podcast. To learn more, visit pianoinspires.com. Listen to our latest episode with Buechner on Apple Podcasts, Spotify, YouTube, or our website!

Connor Chee, Ann DuHamel, Leah Claiborne, and Sara Davis Buechner after their NCKP 2023: The Piano Conference PEDx presentations.

Sara Davis Buechner: Katie Welch’s first piano lesson: she came in with a big frown on her face. I said, “Are you in a bad mood?” She says, “Yeah!” I said, “Why are you in a bad mood?” “I hate the piano!” I said, “So do I! You know, I hate the piano a lot. Let’s beat it up.” I said, “Sit here with me.” And we just bam, bam, bam [demonstrates hitting surface]. We hit the keys of the piano until she got tired. I just let her do that until she [panting out of breath]. And then I said, “Okay, now are you tired of hitting the piano?” And she said, “Yeah.” I said, “Let me show you how the piano can maybe be your friend.” I played a beautiful Chopin nocturne with little stars. “Oh, that’s really nice.”

Anyway, three years later, she came in for her last lesson. She didn’t know it was her last lesson when it was done. I said, “Katie, I have to tell you something. I’m, I’m—I won’t be your piano teacher next year. I’m moving to the city of Vancouver. I’m joining a college faculty there.” And she said, “Where’s Vancouver?” And I drew a little map for her and I showed her. She burst out crying. I said, “Why are you crying? What’s the upset?” You know? She said, “I love the piano.”

Craig Sale: Oh!

SDB: It’s the best teaching job I ever did. You know? Because, you know, it’s interesting. I mean, I love my college students, of course. However, they’re at an age where they have specific goals in mind, they have to pass the jury, they’re entering a competition, they’re auditioning for a job. They need this skill or that skill, you know. It’s very goal oriented. With young children, I’m very aware that I don’t know what their goals are, they don’t know what their goals are. They’re unformed and the main thing is that you want to prepare them that if they do decide to be a teacher of music, to be a choir director, to be an accompanist, to be a teacher of solfège, you know, to be a jazz band leader, whatever, that they have a very, very positive feeling about it.

If you enjoyed this excerpt from Piano Inspires Podcast’s latest episode, listen to the entire episode with Sara Davis Buechner on Apple Podcasts, Spotify, YouTube, or our website!


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Publication Project: Piano Works of Thomas H. Kerr Jr.



We hope you enjoy learning about one of the publication projects of the Frances Clark Center—publishing piano works of Thomas H. Kerr Jr. Please join us for our Publications Launch Party with Susanna Garcia and William Chapman Nyaho celebrating the first of these publications, Didn’t My Lord Deliver Daniel?: Concert Scherzo for Two Pianos, Four Hands. The event will occur on Wednesday, May 8th at 11:00am ET. Learn more and register here.

Susanna Garcia and William Chapman Nyaho after their performance at NCKP 2023: The Piano Conference.

Didn’t My Lord Deliver Daniel?: Concert Scherzo for Two Pianos, Four Hands is a set of six variations and a coda based on the Negro spiritual. Composed in 1940 by pianist and composer Thomas Henderson Kerr Jr. for his performances on the Black College Circuit during the 1940s, it is an effective showpiece for advanced pianists.

Kerr described it this way: “The piece sets forth the theme transparently and saucily then plunges into querulous, propulsive and percussive ostinato (Allegro Barbaro), with a surprise ending. After a breathing pause (for both players and listeners) comes a slow expressive section (Andante Sognando)…There are two brittle, playful variations (Scherzando) and a ‘Tempo Grandioso’ which leads to a coda which sweeps the players off the stage.”

Nyaho/Garcia Piano Duo
Five by Four
MSR Classics: MS1753

Click here to listen on Spotify

Nyaho/Garcia Piano Duo

About the Composer

Thomas Henderson Kerr Jr. (1915–88) was born in Baltimore, Maryland. He began playing and studying piano at an early age. He taught himself the organ and, as early as fourteen, played for church services, as well as in Baltimore’s nightclubs. As a young man, Kerr wanted to attend Peabody Institute, but, at that time, African Americans were not admitted. He instead attended Howard University for one year, then transferred to the Eastman School of Music in Rochester, New York, where he earned three degrees: a bachelor of music in piano, a bachelor of music in theory, and a master of music in theory. At Eastman he studied piano with Cécile Genhart (1898–1983). He graduated summa cum laude. In 1943, Kerr returned to Howard University as Professor of Piano and served as chair of the piano department until his retirement in 1976.

Kerr’s catalogue lists over 150 compositions for piano, organ, voice, chorus, and chamber ensembles, most of which have never been published. They are preserved in manuscripts at the Schomburg Center for Research in Black Culture, Archives and Rare Books Division, in New York City.

This is the first published edition of this composition and the first in a series of three piano works by Thomas H. Kerr Jr. to be published by the Frances Clark Center.

To learn more and purchase Thomas H. Kerr Jr.’s Didn’t My Lord Deliver Daniel?: Concert Scherzo for Two Pianos, Four Hands, click here.

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A Continuum Between Teaching Styles: Reflections from the US and Chile



We would like to thank Paulina Zamora for this insightful article on her experiences growing up as a musician in Chile. Want to learn more about international teaching practices and repertoire? Register for our 2024 Summer Intensive Seminar “An International Exploration of Piano Teaching Literature” lead by Leah Claiborne and Luis Sanchez. Early bird registration pricing has been extended until May 15, 2024! Learn more and register here.

My trajectory as a concert pianist, teacher, and scholar followed a similar international pathway as many musicians whose native origins are far from the traditionally accepted educational music centers of the world. I excelled in my native Chilean environment until completion of my undergraduate degree and went on to graduate studies abroad. After twenty years of artistic and professional career growth, I returned to Chile and began to forge a teaching career in academia, while steadily building international opportunities for performances and masterclasses.

My beginnings were similar to that of a child prodigy, but I prefer to think that I was a very talented girl with lots of potential and a serious, no-nonsense attitude. From the age of five I intuitively knew I would dedicate my life to music. As the youngest of three sisters, my father’s immediate attention went to fostering a musical upbringing in my oldest sister. I can recall interrupting my sister’s piano lessons and begging my father to teach me as well. After many bold attempts for attention, my father conceded. It is so meaningful to me that as adults, my oldest sister became a beautiful ballet dancer and I am now a professional pianist. We often rejoice in the commonalities between these two art forms.

The Music Department at the University of Chile offers an eight-year pre-collegiate program which is referred to as the Basic Period (conservatory level) and a five-year Undergraduate degree. I undertook studies at both levels, receiving the standard two piano lessons per week during both courses of study. During the Basic Period, piano lessons were complemented with fundamental courses such as Theory, Harmony, and Introduction to Music History. While pursuing my undergraduate, I received the traditional curriculum of a bachelor’s degree in the United States. Furthermore, during my early conservatory years, I would spend summers receiving daily piano lessons. An outcome of this intense training was to play my first formal recital at age nine, performing from memory the fifteen two-voice Inventions by Bach. This was followed, a year later, by the Fifteen Sinfonias. At that time, I did not feel comfortable questioning my teachers or proposing different options and, of course, this exercise gave me invaluable lessons in self-discipline and focus. Years later I would return to these works in recording and editing projects. Having said all of that, I do refrain from reassigning this task to young students of my own!

Pursuing graduate studies in the Unites States presented all sorts of enlightenment and change. The most obvious difference was the adjustment from two or more hours per week of lessons to just to one hour per week, and sometimes less if the artist-teacher was away. The reasoning behind this amount of instruction made sense to me, but it took me a few months to adjust. Ultimately, acquiring self-reliance and independent musical thinking was a valuable lesson from those years.

During my studies at the Eastman School of Music and Indiana University, I had moments to reflect on the wonderful teaching I had received in Chile, while also embracing the opportunity to understand more fully what still needed to be learned. I was mesmerized by the infrastructure of the schools: the buildings themselves, the magnificent libraries, the many practice rooms with decent pianos, stunning concert halls, and the rich musical life of each respective city. The academic level of both schools was outstanding, and I felt this from my first days of attending music-related classes.

We hope you enjoyed reading this excerpt from Paulina Zamora’s article, “A Continuum Between Teaching Styles: Reflections from the US and Chile.” Read the full article by clicking here.

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Episode 9: Angelin Chang, Asian American Grammy Award-Winning Pianist

Join Angelin Chang, the first female American classical pianist and first pianist of Asian descent to win a Grammy and first Artist-in-Residence at the Kennedy Center in Washington, D.C. as she discusses the importance of advocating for music for all. Special thanks to our host for this episode, Andrea McAlister.

Piano Inspires Podcast: Angelin Chang



To celebrate the latest episode of Piano Inspires Podcast featuring Angelin Chang we are sharing an excerpted transcript of his conversation with Andrea McAlister. Want to learn more about Chang? Check out the latest installment of the Piano Inspires Podcast. To learn more, visit pianoinspires.com. Listen to our latest episode with Chang on Apple Podcasts, Spotify, YouTube, or our website!

A post-concert photo from NCKP 2023: The Piano Conference featuring (from left to right): Tony Caramia, Kairy Koshoeva, Andrew Cooperstock, Nicholas Phillips, Susanna Garcia, William Chapman Nyaho, Artina McCain, Jeremy Siskind, and Angelin Chang.

Andrea McAlister: I know we’ve talked a lot about music in the world and how we can make a change. I want to look forward now. We’re at this time where there is a lot of division and there is a lot of disagreement, and there’s a lot of tension in many places. Fortunately, we’re experiencing the opposite of that this week in this environment that we’re currently in, as we are all surrounded by pianists and teachers. We’re feeling it. How do we carry this out into the world? What does it look like? Let’s say, you know, if we fast forward ten years and say, “How has music transformed the world? How can we take this message out and really make a difference?” I know, we might think that—well just in my small little community, I can do a little bit. How does that change the world?

Angelin Chang: Planting the seeds does change the world. For me, I think the message is also understanding that the arts—music—is for everyone. I mean, a lot of times we’re talking about classical music—highbrow music—but, where did it originate? It wasn’t highbrow, we made it highbrow, so to speak. Nothing wrong with highbrow or lowbrow, or medium brow. You know? It’s for everyone. That’s one of the things I learned at the GRAMMYs too, because when I was nominated, I felt like, “I’m going to be a fish out of water here being a classical musician,” because all I knew was what I saw on primetime TV. But even then, going there, it was a community. Mutual respect all around for all genres. It wasn’t, “Oh, because you’re not pop you’re not hip.” It wasn’t that at all. It’s just that, you know, primetime TV, there’s just a small segment of what they could, you know, make money off of. Anyway, right, nothing wrong with that. Because those type of things would help fund things that were, you know, may need some more support? Did you know that the GRAMMYs is actually the largest fundraiser for all their activities, including a lot of great programs that help musicians in need, for example?

AM: That’s fabulous.

AC: Yeah, and we don’t see that, and not until I won, did I even know about some of these programs that were behind the scenes, like—oh, my gosh, there’s so much more. Just like there’s so much more here in our conference. Each individual brings so much, but, you know, the organizational part—to institute what we value in that sense that helps the next generation. Now with all the division and all that, I think partly it’s because there’s not this type of communication and understanding. So there’s the tendency for us to just be in our group that we feel safe and secure, and everything else out there is like, “No, no, don’t touch that.” Whereas I feel it’s the opposite that needs to happen. For example, when I went to Nepal and it’s like, “Okay, I’m very comfortable again now in this wonderful palace of a hotel and everything like this.” Yeah, it’s going beyond and actually noticing those things. And to be, “Hey, these are these are humans these are we can interact. We have something to benefit each other that can help make things better.” Or an understanding—it’s not that you have to agree with the other stuff, but at least understand or at least communicate. You can agree to disagree and still understand and have that common goal of making something for the better. Now, we can decide like, “Okay, we’ll try your way this time, try our way that time and see. Okay, then be objective.” I know it’s very difficult because a lot of times people don’t want to see that. I think part of it is taking off those blinders and just being open.

Even if you disagree with something like—how many times have you gone to a concert and it’s like, “Oh, I wouldn’t do it that way, I wouldn’t do that.” But you can’t deny that whatever they gave was like, “Wow, they worked on that. They made it special. They made it their own.” That’s what makes the world turn—embracing our uniqueness in that sense. And it’s great that we’re all different, but we’re all the same at the same time. Understanding that at the core, there’s certain things that we all want and that we all need. That feeling of security. There are a lot of people here where we’re changing the status quo feel very insecure. It’s not that necessarily I think that they’re feeling that, you know, they’re in the right, we’re in the wrong or just, they’re just wanting to hold power. Folks might lash out because they feel insecure, not because they feel powerful. I think it’s very important to understand some of the signs that we might interpret, aren’t necessarily what’s really going on. See what we can all do, to have that mutual understanding for world peace and human harmony.

AM: Just a small little thing we as musicians can, yeah—. I say it kind of facetiously but seriously, that music can do that as you are proving that day in and day out. We really thank you for all the work you have done and are doing to create that place that we all hope we can get to someday, but we’re also in it now. We’re also seeing how it’s happening.

AC: It’s happening.

AM: Music is that connector and it’s just beautiful.

If you enjoyed this excerpt from Piano Inspires Podcast’s latest episode, listen to the entire episode with Angelin Chang on Apple Podcasts, Spotify, YouTube, or our website!

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Marvin’s Enduring Legacy



We would like to thank Marianne Williams for this tribute to her teacher, Marvin Blickenstaff. As we continue the season of gratitude and giving, we pay tribute to piano teachers from around the country who are transforming the lives of their students. Students, parents, and colleagues are honoring piano teachers from their communities as part of the “Power of a Piano Teacher” campaign. We welcome you to celebrate your own teacher by sharing a tribute with us and donating to The Frances Clark Center.


I met Marvin Blickenstaff when I was a high school senior attending the Summer Piano Clinic at UNC-Chapel Hill in 1969. At the time, he served as the Director and also held master classes during the clinic. I played Griffes’ Notturno, Op.6, No. 2 for him in one of those classes. I had never felt the tenderness in this piece until he explained and demonstrated it for me. After the class, I wrote to him requesting that I be allowed to study with him at UNC. 

I studied with him from 1970-1974 and I also took his piano pedagogy class. His enthusiasm for all the things that a piano teacher needed to learn and share in order to instill the love of the piano in others was contagious. My piano abilities were forever influenced by my studies with him. Shaping of phrases, improving the tone of a note, technical exercises, and learning to listen to myself were all new and wonderful things to me. He knew my limitations (small hands!) and quickly helped me learn to find repertoire that I would be able to enjoy playing and teaching! Mr. Blickenstaff also made me feel more confident in my ability than I had ever felt before. My piano training from him was complete and covered all eras of piano music. I especially loved learning all the Bach Two-Part Inventions in my freshman year, and still love playing them with all the ornaments that Bach indicated.

After graduating in 1974 as a Bachelor of Music Education with a Major in Piano, I moved around a bit with my husband, but in every place we lived, I set up a piano studio. I have taught continuously since then with a few breaks to have two sons, and I also taught classroom music for thirty years as well.

Marianne Williams with Marvin Blickenstaff.

Thanks to what I learned from Mr. Blickenstaff, and what I am continuing to learn through articles, webinars, and the program at NSMS, I have an intense love of learning new pieces and sharing this love with my students. I still use the same method of teaching all major and minor scales that I learned in college and still have the original printouts with exercises and examples that he gave me. 

I have lost track of the total number of students that I have taught since 1974, but I like to think that they are part of Mr. Blickenstaff’s legacy. He taught me how to interact with my students and inspired me to strive to instill in them the same love of music at the piano that he gave to me. 

The Marvin Blickenstaff Institute for Teaching Excellence

In 2023, the Frances Clark Center established the Marvin Blickenstaff Institute for Teaching Excellence in honor of his legacy as a pedagogue. This division of The Frances Clark Center encompasses inclusive teaching programs, teacher education, courses, performance, advocacy, publications, research, and resources that support excellence in piano teaching and learning. To learn more about the Institute, please visit this page.

We extend a heartfelt invitation to join us in commemorating Marvin Blickenstaff’s remarkable contributions by making a donation in his honor. Your generous contribution will help us continue his inspiring work and uphold the standards of excellence in piano teaching and learning for generations to come. To make a meaningful contribution, please visit our donation page today. Thank you for being a part of this legacy.

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Young Professional Highlights: Inspiring Artistry

We are delighted to share a few highlights from the work of young professionals throughout the United States and Canada. Each of these videos comes from our Inspiring Artistry video collection. To learn more and submit a proposal for a future Inspiring Artistry or From the Artist Bench video, please click here.



D. Scarlatti: Sonata in D Minor, K. 213

by Charlotte Tang

When approaching this Scarlatti work for the first time, Tang recommends the following as an initial focus:

  • Start with the arpeggios and consider fingering together with the student
  • Identify the sixths and find a comfortable gesture and approach to the keyboard
  • Identify the articulation needed/used to convey the moods of this work

Nakada: The Sad Waltz

by Mengyu Song

When presenting Nakada’s The Sad Waltz, Song suggests the following activities:

  • Discuss the history of the waltz and explore the dance steps
  • Improvise a right-hand melody with a two-note slur followed by a staccato note (modeled by teacher) in four-bar “question and answer” phrases
  • Review intervals (blocked and broken) and chord qualities found in the piece

Tansman:“To the Garden” from Pour les enfants

by Shelby Nord

When working with a student on the expressive elements of this Tansman piece, Nord suggests:

  • Ask the student to describe how the piece makes them feel and how they would convey that character or emotion.
  • Discuss potential reasons the composer labeled this piece “To the Garden.” What kind of garden? What kind of people are in this garden? What is the weather like in the garden?

Mignone: Valsinha (Little Waltz)

by Ricardo Pozenatto

Students often struggle with physical coordination. To help remedy this challenge, Pozenatto offers the following tips:

  • Balance between hands is essential in this piece. The student should already feel somewhat comfortable playing a RH cantabile line over a softer LH accompaniment.
  • Listen to the two parts played by the LH starting in measure 33. Start by playing the dotted half-notes with the LH and the quarter notes with the RH looking for the different articulation and good balance between parts. Transfer that while playing both parts with the LH only.
  • Approach playing the LH accompaniment by using a flexible wrist, moving it from close to the keys during beats two and three, upwards. This will facilitate a non-legato articulation, which is needed for the accompaniment of this piece.

Joplin: The Easy Winners

by Kate Acone

Before a student learns The Easy Winners by Scott Joplin, it may help to introduce the piece with the following activities that Acone describes:

  • An “easy winner” is an athlete who blows away the competition. What about the piece could suggest that?
  • Introductory improvisation: play a stride bass pattern based on measure 5 while the student improvises on A-flat major chord tones.
  • Teach a syncopated rhythm by rote, then try improvising just one note at a time using that rhythm.

To learn more and submit a proposal for a future Inspiring Artistry or From the Artist Bench video, please click here.

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