Tag Archives: ballet class

Can’t tell a waltz from a tango? I have just the song for you

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“I can’t tell a waltz from a tango” would be a great title for a ballet-related music course, though in all honesty, “I can’t tell a kujawiak from a redowa” would be more apposite.

Songs that reference what might be going in the class while you’re playing for it are pretty rare, though the best example is perhaps the ballet teacher who described her life to me in song, with a rendition of “Little Girls” from Annie, accompanied by a massive eye-roll. 

Coincidentally, Gordon Burns’s novel Alma Cogan  was one of those books I was expecting to dislike, but I loved it. Anyway, if you need a handy tango for class that will make you and maybe one other person every 20 years laugh, “I can’t tell a waltz from a tango” is the one.

Presentation at DANSOX summer school, Oxford, 7th July

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Presentation at DANSOX

A packed and interesting programme of lectures/events at the DANSOX summer school in Oxford coming up (6th–8th July 2019), including a joint 2-hour presentation by me and Susie Crow based partly on our doctoral research into ballet classes. That’s on Sunday 7th, 4-15–6.15pm. I promise you, there’ll be a piano, dancing, and no PowerPoint, plus, I hope some interesting conversations about our nerdy interest in ballet class as a hot topic for discussion. 

There’s a nice short video here about DANSOX by Prof. Susan Jones 

 

 

£15 for a day ticket. 

 

 

On-screen commentary from pianist Joshua Piper during YouTube ballet class

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When I first learned to drive, I read a book about the police driving test, in which you had to do a “commentary drive,” which involves describing to the examiner (while you’re driving) what you are observing on the road ahead, explaining the decisions you’re making, the precautions you’re taking, and so on. I often think of this during ballet class, because as any ballet pianist will tell you, although we seem to “just” play when the exercise starts, there’s a whole series of observations, analyses and decision-making processes going on before we lay a finger on the keyboard, and then a dozen more as we’re actually playing, some of which are so quick as to seem unconscious and instantaneous. For the novice pianist trying to learn something about how to play for class, watching another pianist has limited use, because you don’t know why they’re doing what they do. Sometimes, they don’t know either, or have forgotten by the time class is over. That’s why the video below by ballet pianist Joshua Piper (aka heavypiano) is really useful: he’s filmed a real class, with him playing, put it on YouTube, and put a short text commentary over it, usually at the beginning and ends of exercises, so you can see why he’s doing what he’s doing. [If you can’t see the embedded video, click here to see it on YouTube]

He explains, for example, that at a certain point in the barre, the teacher likes a “less is more” approach to the music, so he holds back, avoiding too much subdivision, playing chords in light touches, which gives the dancers space to move, so to speak; elsewhere he talks about trying to maintain tempo, and create a feeling of ebb and flow, of introducing a bit of stride, but not too heavy. It’s a great lesson on making your repertoire stretch, too—adapting tunes according to the tempo and feel of the exercise, so that you only just realise by the end that you know the tune, but in a different form (I’m thinking here of his styling of Korobeiniki, a.k.a. the Tetris theme.

He emphasises that what’s happening in this class at times is fairly unusual: the teacher wants him to play quiet, thin, and spacious music for exercises that would often be accompanied by more robust, circussy stuff. But that’s why the video is so useful—it demonstrates how a particular pianist adapts his style to a particular teacher and the dancers, rather than making any claims that you can apply the same musical template to every ballet class in the world. It’s the necessity to adapt that is what makes the job difficult, but also rewarding. One of my favourite comments is where he says he’s trying to “imply round movement with my LH pattern” in ronds de jambe, an exercise that’s normally taken in 3/4, but which he’s playing in 4. Finding ways to trick people’s ears into thinking they’re hearing three when they aren’t is one of my tactics, too, as I’ve described in another post.

This is a great video, and Joshua Piper plays beautifully—but I also have to say he’s lucky to have this teacher, and that class (I’m guessing it’s Ballet Austin, but I’m not sure). There are other videos to be made, where the pianist—like a police driver explaining how he is going to manoeuvre a skidding car out of a muddy ditch while pursuing criminals— shows how they try to make the eternal fondu-tango-that-is-too-slow or the ronds-de-jambe-stirring-porridge-waltz still feel like music against the most challenging odds.

The more I watch and listen to this video, the more I love the way Joshua Piper plays, his repertoire, stylings, and commentary—and the video itself, too: it makes such a nice change to have a static, wide camera angle, and a focus on a good quality recording of the sound, rather than a body mic given to the teacher, and fetishistic close-ups of dancers’ feet and sweaty faces. Ballet on TV is so darn predictable. This video gives you a feel for the calm, peaceful concentration that you get in a ballet classes, and an idea of just how exposed and focal the music can be when you’ve got a teacher who isn’t screaming over the top of it.

Music in “Where Snowflakes Dance and Swear” by Stephen Manes

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Where Snowflakes Dance, book by Stephen ManesI bought Where Snowflakes Dance and Swear when it first came out in 2011: I didn’t particularly want to read it (because I spend enough time in this world at work) but I couldn’t ignore it as a kind of ethnography of the ballet world that I was writing about. It was a good decision: unlike so many other authors of backstage views of the ballet world, Stephen Manes actually talks about music—the problems, what people play, the problems of hiring and marking up orchestral parts, how much it costs, and so on. 

For anyone who has ever had a problem with music publishers, copyright and licensing in the ballet world, pages 252-258 will probably be one of the first times you’ve seen your experience represented in a published book, with the exception of Matthew Naughtin’s Ballet Music: A Handbook, which tells the story (and gives information) from the music librarian’s perspective. Even he, though, doesn’t get into the kind of gory embarrassing detail that Manes does, where a company has to do things that are on the grey, fuzzy margins of legal, in order to get by. Everything in these pages I had experienced myself, and was delighted and surprised to see that my troubles had been shared by others. You think you’re mad, criminal and incompetent until you realize it’s the craziness of music publishing that is the problem. 

I can’t think of another book or article that contains so much about everyday musical practice in the ballet world: what pianists play for class; the decision to use CD or piano for rehearsal; the embarrassing moment when you do a new work, and find that there’s no rehearsal score, so the company pianist has to do one. It’s just a shame that you have to trawl through the book looking for the references—the indexing could be improved so that it’s easier to find topics, rather than very granular references to particular people or ballets, but at least the references are in there somewhere: ethnographies of ballet often say little more than ‘classical music plays in the background’ and leave it at that, so this is a welcome change. 

Ballet pianists and company class

The author (see comment below) has reminded me of one of the biggest sections on the work of ballet pianists, on page 697-703, with detailed explanations from two company pianists, and their route into the profession. One ended up playing for the company “because they hated the class pianist” (p. 698), another started out when he was left to sink or swim in a class in Moscow—  “. . .there’s something about someone foreign yelling at you, screaming at you. . .” (p.700). Quite. We’ve all been there. But the balance in Manes’ writing is everything: despite the awfulness, there are compensations, and reasons why ballet pianists end up loving their job and staying in it. A lot of so-called “behind the scenes” writing on ballet musicians is nothing of the sort, because it’s commissioned and written under the auspices of the ballet companies themselves. 

Repertoire

Dotted around the book (and this is what prompted this post) are little references to music that to my mind, make a huge difference, not just to the evocation of the scenes that the author is describing, but to our knowledge of what music in the ballet world is like generally. The book may be specific to a time and place, but musically, it sounds very familiar: “A medley of ‘Stairway to Paradise,’ ‘Bidin’ my Time,’ and ‘Nice Work if You Can Get it’ played with strong emphasis on the beat accompanies a combination that involves what Otto calls ‘many’ turns.” (p. 44). Stretches are done to a Dvořák Slavonic Dance, and sit-ups to Carmen (p. 119); “Flashy jumps and big turns to Beethoven, Bach, “Be a Clown,” and “Meet Me in St. Louis” begin to lighten the mood of the room. (p. 505).  In a description of a rehearsal, Manes mentions that “The Merry Widow Waltz” wafts in from an adjacent classroom (p.173), prompting a momentary digression in the rehearsal to remember fondly the time the company did Ronnie Hynd’s ballet The Merry Widow.” It’s a lovely detail—it’s exactly the kind of thing that happens in rehearsal. In writing about ballet, there is usually so much emphasis on the hyperfocus and determination of dancers as elite athletes, that these little overhearings and spillages of music and memory usually go unmentioned.  

“Ballerinas in the church hall”—Virginia Taylor’s thesis online

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Joyce Kilmer thought she would never see a poem as lovely as a tree; well, I’m pretty sure I will never see a thesis as lovely as Virginia Taylor’s  “Ballerinas in the church hall: Ideologies of femininity, ballet and dancing school.” (PhD, University of Chichester, 2003). I had known Virginia Taylor’s work from the papers she published on why girls go to ballet, but only recently noticed that her thesis is now freely available online. 

It is so beautifully written, I thought all the time about what John Law wrote in After Method (2004): 

Why do the books fall into two heaps, the novels on the one hand, and the academic volumes on the other? [. . .] What difference would it make if we were instead to apply the criteria that we usually apply to novels (or even more to poetry) to academic writing? . . . if we had to write our academic pieces as if they were poems, as if every word counted, how would we write differently? How much would we write at all. [. . .] How, then, might we imagine an academic way of writing that concerns itself with the quality of its own writing? With the creativity of writing? (Law, 2004, pp. 11-12) 

I enjoyed reading this thesis as much as any of my favourite novels, and I could read it again and again for pleasure. She takes apart woolly, ideological thinking about ballet so elegantly, it’s like watching a surgeon at work. I burst out laughing several times, and I copied and pasted quotes from almost every single page of the thesis, sometimes several paragraphs from the same page. If you have suffered for years with the art form you work in being denigrated as girly, fluffy, pink, feminised, uncreative, hierarchical etc. (as if all those things were inherently wrong) and ideologically inferior to state dance education, then this will be the oxygen you need, but she’s paid for every cylinder with razor-sharp arguments and critiques of texts that are often regarded without a second thought as canonical in the dance education world. The thesis pre-dates the Jordan Petersoning  of ballet which requires it to be manned-up  into something masculine, athletic, and sciencey for boys and girls alike, but the tools you need to unscrew that screwed-up thinking are right here.

It’s not just that. It’s beautifully structured, and her methods are so clear and down-to-earth, there’s never a point where you can say “Ah yes, but. . . ” because she’s already pre-empted you. One of my favourite moments is when she asks  a senior examiner from one of the dance teaching societies how she would explain the global spread of ballet teaching: 

“She replied, ‘Parents all over the world want their daughters to be graceful’; although indeed she laughed when I added ‘just like us.’ (I was washing the car, she was walking her dogs.)” (p. 128)

I’ve been at conferences where people post up quotes from their respondents on the PowerPoint screen (“Anna, aged 19, name changed to preserve anonymity”), against the snazzy colours of an off-the-shelf template with a University logo in the corner, sharing  Elizabeth’s hope in Pride and Prejudice that it will be “something that will amaze the whole room, and be handed down to posterity with all the éclat of a proverb.” To admit that you were washing the car or walking the dogs at the time is—never mind that it’s also responsible scholarship—pure class. 

Altogether, the paragraphs I copied and pasted for my own notes amounted to 6,467 words. I think I’m going to be saying “see Taylor (2003)” for many years to come, because there is, to my knowledge, almost nothing out there right now that attests to and celebrates the lived experience of everyday ballet teaching and ballet dancing. What is more commonly represented and what is studied is the rarified world of professional ballet companies, or the vocational training that serves as preparation for them, as if this were the platonic ideal of ballet of which dancing in church halls is a corruption, or not even an instance at all. And that would be correct, because the two are different things, but it takes a doctoral thesis to unpick the political and ideological problems that confuse them. Increasingly, dance education research also focuses on the experience of dance students in higher education, but that’s another story. 

One of the things that she dissects is the idea that there is something  old-fashioned, “traditional” and anti-progressive about ballet teaching (and therefore morally wrong), and something inherently ideologically pure about state education and child-centred progressive education philosophies.  In her interviews with children about how they felt about it, something quite different emerged: they like dance school, because they get seen, not stuck at the back of the class. It’s so simple, and yet I hadn’t really thought of it before: of course, for all the formality of ballet class, there are times when it’s your turn, when you’re in the centre, when your line is at the front, when it’s your turn to come from the corner. You get seen. You get corrected, not because you’re wrong, but to get better. 

Choreography and ideology

For years, every time I see an article saying that it’s a disgrace that there are so few female choreographers, my first thought is “But what is so culturally important about being a choreographer that this is such a disgrace?”  It promotes the idea of the 19th century genius, but sticks a skirt on him, as if Christine Battersby wrote Gender and Genius in vain. I also wonder about  boys who have no desire to choreograph—are  they emasculated by wanting to “just” dance? I have avoided saying this for fear of being misunderstood, or changing my mind, but Virginia Taylor puts what I mean more clearly: 

Here I have an unashamed polemical aim, which is to convince the reader that all dancing is creative. Ballet, and other dance, is a creative experience. It may not be original, but it is ideologically specific to consider dance-inventing a superior activity to dance-doing. Indeed, I question that ‘self-expression’ and ‘creativity’ are only to be found in dance-making, or in improvising. (Taylor 2003, p. 167) 

She exposes ideological positions for what they are, to the extent that I think this thesis ought to stored in the fridge with the EpiPen for anyone who is allergic to current educational dogma. Speaking of a performance by two dance-school girls accompanied by their friend on flute, that was frowned on by state school teachers who saw it, she says: 

If a girl thinks the tune from The Deer Hunter (1978) is beautiful, and plays it as well as she can, and her friends make what they see as an appropriate dance to a piece of ‘classical’ music borrowing classical dance forms, what is the cultural position which denies this validity?” (p. 168)

Quite. I have too many other favourite lines, but this is one of them, which wins my prize for the best use of italics in a feminist sentence: ” Thomas the Tank Engine pulls coaches Annie and Clarabel, who are identical to each other, without much of a character, and most importantly and with startling Freudian implications, they have no motor.” (Taylor, 2003, p. 102)

I love “Ballerinas in the Church Hall”  not least  because it’s so close to what I’m writing about in my own work: how teachers in everyday situations deal with music, how music gets “done” in the studio, how people deal with music in terms of tum-te-tums, diddly-diddlys and “I don’t do time signature.” It’s also about how teachers don’t deal with music, or the latest educational theory, because frankly, there’s too much else to deal with, like the former student of mine who told me about a particularly bad day in the studio: her teaching course demanded an assignment from her about peer assessment in ballet. The reality of her teaching experience was that she was having to clean the tutu of a girl who’d sat down on a very ripe banana, before taking another baby ballerina to the toilet to wash the diarrhoea out her knickers.  You won’t read about that in the scholarly literature, but you should. 

Ballerinas in the Church Hall: Ideologies of femininity, ballet, and dancing schools. Virginia Taylor, 2003.  (Free download of the full text)

Postscript: on research and note-taking

Finding this thesis has ended a search that has lasted several years: some time in perhaps 2013, I was in the RAD library, and read an article that said that on current numbers,  you had more chance of becoming a premier league  footballer or member of parliament than a professional ballet dancer. It was one of those surprising, clever formulations that stuck, to the extent that I wanted to quote it several times. But where had I read it? Wherever I thought I had read it, I was wrong. I could have sworn I remembered the shelf I took the box of journals from, and what colour the journal was and so on. I couldn’t just say the same thing without acknowledging my source. It turns out, it was Virginia Taylor who said it—and I guess I must have read it an a conference paper, while I was reading a box of journals. 

I have drawn attention before to the employment opportunities – or rather, lack of them – for professional ballet dancers in the UK (Taylor 2000a, 2003). On-line company lists in February 2003 revealed the grand total of 219. Statistically therefore, you are three times more likely to be a Member of the House of Commons at Westminster (659), or thirteen times more likely to be a professional footballer (2875) than a ballet dancer with a regular pay packet. (p. 9)

Apart from shouting my joy from the rooftops at finally finding the source, this is a warning to anyone writing an essay, dissertation, thesis or whatever: keep a file somewhere for quotes, and use it, all the time. Don’t read stuff on the train, or for pleasure, unless you are at the same time rigorous about adding accurately to your sources at the point of reading. Always add quotation marks, because if you don’t, years later you won’t remember whether you were paraphrasing or quoting. 

Judith Espinosa, the fishermen’s wives and the waltz

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As allegro was about to begin during a ballet class yesterday, I started to smirk thinking about something I’d read in Derek Parker’s fascinating book, The First 75 Years of the Academy, a brief history of the Royal Academy of Dance published on its 75th anniversary in 1995. It was a reminiscence about the teaching methods of Judith Espinosa, who “spoke Cockney in the old Dickensian manner” (pronouncing the letter v as w, apparently), and was rarely seen without a cigarette. For those used to universal smoking bans, it’s hard to believe that this was probably in a ballet studio, but even I remember having an ashtray on the piano during company class. In addition to chain-smoking and speaking Dickensian cockney, she also shouted so loud that people feared for her vocal health. 

Put all these together, and now imagine the way that she set her choreographic “scenas” in class:

“You’re fishermen’s wives—you’re waiting on the beach for the boats, but there’s news that all the men have been drowned in a storm; you’re wild with grief. [To the pianist] We’ll have a waltz.” The First 75 Years of the Academy, p. 12

The style is hilarious, but what I was smirking at just as much was the familiarity—to anyone who’s played for class—of the abrupt return to musical mundanity with “we’ll have a waltz.” 

 

Ballet pianists on film

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Film clips of ballet pianists playing for class are so rare. There are films (such as the World Ballet Day online classes) where pianists play for a class that is being broadcast, but that is quite a different thing. The pianists are usually already in place in their corner, expertly making the class work, the piano mic’d and mixed in with a mic feed from the teacher, so that you never hear what a class sounds like as a natural observer, from a particular corner of the room. You don’t see the moment the pianist walks into the studio, whether they have music with them or not, how they are greeted (if at all) by the teacher, or what kind of people they are when they are not playing the piano.

So it was great to find this short clip, (starting at 28:20—should start playing there automatically)  in The Children of Theatre Street (1977) a feature length documentary, with Grace Kelly, about what is now called the Vaganova Academy. 


 

The voiceover intones mournfully, “Maria Ioseyevna Pal’tseva has walked these halls for 40 years. Like Madam Frankopolo [?], she has become part of the fabric of the school. The dancers come and go, but Pal’tseva remains, going from class to class with her purse and her old bag of music.” 

Meanwhile, Pal’tseva is filmed walking down the corridor; the camera shifts to behind the piano, and shows her ambling slowly towards it.  There is an almost embarrassing wait—as if editing hadn’t been invented in 1977—  while the pianist puts her “old bag of music” on the floor, and places her right foot on the sustain pedal almost before she has finished sitting down properly. And no wonder: without a second thought,  she provides a tinkling flourish to accompany the entrance of the teacher into the room. 

There then follows a short interaction where the teacher explains to Palt’seva what the exercise is, and what music she wants for it. It’s a noticeable contrast to the 2007 film about the young English dancer Henry Perkins who studied at the Bol’shoi, where the pianist was invisible, and just supplied music on demand as the teacher barked “AGAIN” repeatedly at his student. 

Both may be fictions. I doubt whether such interactions ever happened in quite that  way in real classes in 1977 (any more than they do now). Documentary makers seem to swing between portraying idealized forms of collaboration, or cherry-picking tense moments which they may even have induced themselves,  so I am likewise cautious about drawing any conclusions about the status of the pianist in the Bolshoi documentary.  But that’s precisely why I find these clips interesting. You have to unpick so many strands of fiction to get at any kind of truth, and to do so would involve a lot of difficult work. 

For more on this, see an earlier post on communication in ballet classes, featuring a great clip from Stepping Out. 

 

 

Christmas carols for ballet class: free downloads

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Christmas carols for ballet class: get ready for advent

Picture of St Martin in the Fields, Trafalgar Square

St Martin-in-the-Fields, where you can hear and sing real Christmas Carols. https://www.stmartin-in-the-fields.org/christmas/

It’s that time of year again: a few years ago, as an “advent calendar” I uploaded a free ballet-class version of a Christmas carol every day for advent. As it’s getting to the time when teachers start putting their festive classes together. If you haven’t had enough of these already, or haven’t tried them yet, here’s the link to all of them as a list. The last one in the list is a link to download all the tracks at once.

Tia DeNora, affordances, and more on the lyrical waltz

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In a previous post about the so-called “lyrical waltz” (a term sometimes used by some ballet teachers) I took a long time to come to the conclusion that perhaps “lyrical” in this instance is not so much a quality of the music, as of what may be done to it.  The more I think about this, the more I am convinced of that explanation, and am enjoying developing the idea further by applying some theory to it. 

I think that for the teacher who asks for a lyrical waltz, the boundaries between the properties of the music, and what it affords, are blurred. You could go further: music has only the  properties that we assign to it, using whatever categories and terms we happen to bring to it; so for the teacher, if music affords lyrical movement, then the music itself is deemed to be lyrical. A nappy bucket, likewise, is so called for the things that it affords, or is commonly used for (washing nappies) but there is nothing inherently nappy-like about the bucket.

Waltz buckets

Think of music as a bucket, and it’s easier to see that there no such musical object as a  waltz in the sense of something that has intrinsically waltz-like properties, but there are “waltz buckets”: pieces of music that  you can fit the movements of waltzes to. This is much clearer with contemporary ballroom dancing, where the waltz-like qualities or propensities of music that you’ve hitherto only been able to hear as a ballad become evident when you see waltzing done to it, as in the example below from Strictly Come Dancing, where waltzing to Hallelujah points up the three-ness at one level of the metrical structure. Having said that, what happens on Strictly is so far removed from the practicalities of everyday ballet classes that it’s not a great example, frankly. 

What confuses the issue is perhaps the fact that there are so many musical compositions called waltz that seem to “call forth” waltzing, as if it was something about the properties of the sounds themselves that did the calling-forth. But if you have ever stood unmoved and unmoving while some dance music played that seems to be animating people around you into joyful, seemingly spontaneous dancing, you’ll probably have to admit that enculturation is important (unless you’re the kind to say that there was something better about the waltz than there is about whatever is being played in clubs now). 

Enter Tia DeNora, and theories of affordance and perception

This has been articulated theoretically by the music sociologist Tia DeNora in After Adorno (2003), in relation to music, obviously, rather than nappy-buckets: 

Music comes to afford things when it is perceived as incorporating into itself and/or its performance some property of the extra-musical, so as to be perceived as ‘doing’ the thing to which it points. (DeNora 2003, p. 57) 

Earlier, she has explained this with reference to marching music: 

Music may also afford the imaginative projection of bodily movement, as when one ‘pictures’ a type of movement when hearing a type of music. The example of marching music serves to illustrate these points. On hearing march music one may (but not automatically—see below) be reminded of or begin to imagine—to ‘picture’ marching. One may, in other words, become motivated or aroused in relation to a type of agency—marching—to a particular movement style, and one associated with a particular set of institutional practices and their particular agent-states, such as bodily regulation, coordination, and entrainment. One may ‘become’ (produce one’s self as) a ‘marcher”—that is, on the occasion of music heard, one may adapt one’s self to its perceived properties and so become, via the music, a type of agent, in this case, one imbued with march-like, militaristic agency. (DeNora 2003, p. 47) 

A ballet teacher asking for a lyrical waltz is a rather strange reversal of this, in that she is in effect saying “Play me a piece of music in waltz rhythm that will enable me to picture myself moving lyrically, so that when I hear it, I and the class will then be motivated or aroused to move in that way.” Or perhaps, more accurately, the subtext is: “I have been told by my teachers that if I use the term lyrical waltz, you will play me a piece of music in waltz rhythm that will enable me to picture myself  moving lyrically” etc. 

The trouble is, the teacher usually does not know how to define a lyrical waltz in terms that have any meaning or currency for musicians, and cannot cite or sing any examples of one; but like Justice Potter Stewart and hard-core pornography, she will know it when she hears it. (In Jacobellis v. Ohio, 1964, giving his reasons for deciding that something should not be considered hard-core pornography, the judge said, in a statement which has since become famous,  “I shall not today attempt further to define the kinds of material I understand to be embraced within that shorthand description; and perhaps I could never succeed in intelligibly doing so. But I know it when I see it. . . “). 

Implications for teaching

It is things like this that make playing for ballet so wretchedly difficult at times. At the same time, trying to unpick the problems theoretically fascinates me, particularly when this has implications for the way that music is taught or thought about in ballet training. For example, the teacher who says “Can’t you hear it in the music?” may be barking completely up the wrong tree.  DeNora speaks (in the quotation above) about institutional practices and movement styles, and how the conventional association of particular music with such practices is what enables us to perceive (or perhaps tricks us into perceiving) a certain piece of music as “march” music, or whatever. That being the case, what will enable the student to “hear” music as lyrical is to do lyrical movement to it, in the style and manner encouraged by the teacher. The music alone holds no clues, no “information” on its own. 

To a limited extent—and I’d be interested to know if the experiment could be repeated elsewhere with the same results—my late colleague Holly Price and I discovered this in relation to teaching about “dance rhythms.” You could chalk-and-talk til you were blue in the face about the properties and characteristics of dance rhythms from a musical point of view (e.g. the waltz is in three four time, the polka has this rhythm, the hornpipe has these characteristics), but it was much more effective to just get a class of students to polka, waltz or hornpipe or whatever, around the studio for a couple of minutes to the relevant kind of music. 

The lyrical waltz and the not-so-grand allegro

An associated problem, though, is that both music and movement are adaptable. You can do the same movement to different kinds of music, and the same music will fit different kinds of movement. Only in the last few weeks—and I’ve been playing for class for over 30 years— I realised that a certain kind of grand allegro is ideally accompanied by the kind of (wait for it) lyrical, 6/8 music that opens the pas de trois in Swan Lake, or the entrée of  Odalisques from Le Corsaire. 

A lyrical waltz? The pas de trois from Act I of Swan Lake

The pas de trois from Act I of Swan Lake by Tchaikovsky.

The entrée of the "Odalisques" in Le Corsaire. It's more allegro than it looks

The entrée of the “Odalisques” in Le Corsaire. It’s more allegro than it looks

 

I realised about Odalisques because I was playing for a repertoire class where the teacher explained to the students the amount of energy and dynamics they needed to put into the movement, which made me realise how “allegro-y” it was, contrary to the way it looks on the page and feels under the fingers. As for Swan Lake, this was a rare example of a teacher (the wonderful Romayne Grigorova) citing the prime example of what she was after. 

In both cases, the music may not seem to be dynamically the equivalent of grand allegro (which is the test that I think a lot of us ballet pianists would apply) but it affords a certain kind of grand allegro, and the music would be associated in the minds and bodies with the choreography customarily done to it. It seems counterintuitive at first glance, but it makes sense: this is about doing energetic movements with grace and lyricism (there, I said it again). 

 

A year of ballet playing cards #54 (Red Joker): Odalisques from Le Corsaire

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Fragment of Odalisques from Le Corsaire (sheet music)

Click on the image to download the file

It’s that time of year again, ballet summer schools season, when teachers are supposed to tell you in advance what they are going to do in the repertoire classes, but they don’t decide until they’re making the coffee in the green room on the first day. Then they come into the studio, and see that they have a boy in the class that they weren’t expecting and it all changes again. Or they’re teaching a version of Swan Lake that has an interpolation in it that they didn’t realise was interpolated, and in fact not by Tchaikovsky at all, until today.

I’d bet money on the fact that if you play for summer schools, someone is going to say “Odalisques” to you, and expect you to know what they mean, and to have the score saved on your brain’s USB stick. As an aside, you might just ponder the fact that boys on summer schools get to be princes, heroes, idealists and poets. If you’re a girl? Here, I have a harem chambermaid solo for you. 

Repertoire classes in the YouTube era

Repertoire classes have got worse for pianists (and others) since YouTube, because people in Vladivostok post stuff from a rare Soviet gala that they digitized from a VHS tape that they recorded in 1986, someone in a vocational school in England sees it and decides that it would be perfect for Arabella’s solo at the end of year show. For the performance, Arabella plugs her phone into the sound system at the side of the stage, and gets her friend to press play on YouTube, because it’s 2018, and that’s how we roll. A week later, Arabella’s  teacher is teaching at a summer school and says knowledgeably “I thought we’d do the third act girl’s solo from The Cobbler of Archangelsk, do you have that?”  The recriminations when you say you don’t. “But Arabella did it in Minehead, and the pianist could play it by ear.” Don’t get me started. 

People seem to be frustrated when their flesh-and-blood supplier of music (i.e. the pianist) isn’t like YouTube. You can’t type <YAGP Elena Razumovsky 2014> on their forehead and wait for a result.  The look of bewilderment when you say you just don’t have something, or don’t know it; don’t get me started. 

Odalisques from Corsaire: a typical problem, and now a solution! 

The solos from the pas de trois from Le Corsaire for three Odalisques keeps turning up at summer schools and repertoire classes, and I keep printing off the handwritten score from IMSLP.  Le Corsaire is in the repertoire of many companies, but you can’t download or buy a score, or rather, the one you can buy is expensive and covered in all kinds of copyright notices because it’s someone’s version. Thank God for IMSLP, and for the two people who uploaded a couple of incomplete handwritten scores from cupboard in Russia somewhere.  But these are only just OK. The second odalisque takes up four handwritten pages of score with awkward page turns, whereas in my typeset version, it fits on a single page. 

Then there’s that moment where you thought you were safe with the solo, and then the teacher says halfway through the last class, “I thought as we’ve got a bit of time, we’d do the coda.” Have you got the coda? Of course you haven’t, don’t get me started. 

Then there’s that other moment where you triumphantly come into the studio with the score, play all the way through to the last page, and oh—wait! What’s that? The teacher looks at you like you just rammed her car at the traffic lights.  That’s not how it goes? Maestro, you must have cut some bars out? No, no, no, we don’t need that! Out comes the YouTube clip on the iPad, and you find that there’s another version that you didn’t know about. Don’t get me started. 

At least for Odalisques, help is at hand. Here, free to download, is the pas de trois, with the intro, three solos, and the coda. The Bolshoi version and the Mariinsky version (there might be several, for all I know, don’t get me started) have slightly different endings for the entrée and the coda. Because I’m nice, I’ve put both in. 

A useful pas de trois to keep by the bread bin

Apart from being useful if you are going to be playing for the actual pas de trois, Odalisques is handy material for class. The opening is a curious mixture of legato, wafty, and allegro-like music. It’s perfect for when you’re not sure what kind of music is needed, because it’s got a bit of everything. The three solos and the coda are all at that slightly awkward in-the-middle tempo that you need for some exercises. For sure it’s not the most interesting music, but it’s useful.