Do we have practicing and performing backward?

One of my teachers used to remind me that "practice doesn't make perfect, perfect practice makes perfect." Sometimes though, it seems like our best attempts at perfect practice leave something to be desired in performance situations.  

Of course a myriad of factors might contribute to this, but could one of them be that we are "backward" in the way we practice? Specifically, in the way we direct our attention and the types of goals we set. This is an idea that I've been tossing around lately, and I think its worth thinking about. 

What is the difference, psychologically and physiologically, between being in a practice room and performing? Here are two major ones. First, the chemical changes in our body during a performance necessitate a heightened degree of concentration. Second, the ultimatum we give ourselves during a performance is that we "must" play as well as possible, whereas the ultimatum we give ourselves in a practice room is that we "should try" to play as well as possible. 

Some coaches have suggested running sprints before trying out a musical performance, but short of this or injecting yourself with adrenaline, there isn't much you can do to mimic the chemical change brought on by performing. But what about the second difference; the difference in ultimatums? Lately, I've been tossing around the idea that many of us might have our ultimatums reversed. Perhaps we should be setting up "must" scenarios in the practice room, and letting loose a bit in performance situations.

Practice room goals may vary from ambiguous ("practice this piece"), to specific ("practice this measure five times").  But we probably never give ourselves a performance-type ultimatum such as "Play this line perfectly 5 times with total concentration". Granted, we have *runthroughs* of a piece, but this is rather late in the game. 

What if each stage of our practice was structured around an "intense concentration" task? Perhaps such a method would make the concentration required in performance situations the norm rather than the exception. 

I think this is an idea worth exploring. The question becomes how to structure the learning stages of a piece in such a high-concentration manner. There are two aspects to this that come to mind: 1) Have detailed goals that are challenging but realistic, and 2) Set up a self-monitoring system that aides in achieving those goals. 

Let me deal with these aspects separately.

1) Setting definite, realistic, goals

In a performance situation, the goal is clear and simple, albeit tremendously difficult: perform the piece as perfectly and artistically as possible. In the practice room, things may get more complex. For instance, in the very first stages of learning a difficult piece, it would be senseless to set a goal of "play this line 3 times flawlessly". A better goal might be something like "play the right hand 3 times under tempo with perfect fingering". Of course, "flawlessly" is a good goal at later stages; and flawlessly means musically...the whole package...not just hitting the right notes. 

Note: Mental habits. Dont  lose control of your mind. If you lose your focus for even a second, you are habituating an incorrect mental habit. This includes negative or positive thoughts. Some examples: "What does the audience think?", "I hope I remember what is next." "I'm going to mess this up". "What's for lunch today?" "Man I'm really mad about that fight I had earlier". Be careful...just because something is about the music doesn't make it a good mental habit. For instance, it would be a bad habit to think about particular fingerings or notes in a way the interrupts the flow of the goal you are engaging, e.g. "Does 3 or 4 go on F?" or "Is this an F or a G coming up." Certainly you want to isolate these aspects for certain types of practice, but you don't want them all all to become a mental habit. (For more about this watch for my forthcoming post on practice techniques and mental habits.)

2) Setting up a self-monitoring system

The analytical power of the brain is awesome. But part of rational practicing is knowing when it is time to reason about something. The fact is that the analytical part of your mind will greatly interfere with the flow-producing part if you try to use it during the process of flow. The solution is to separate these two functions.

For example, if your task is to play a line perfectly 5 times, do the analysis and planning before and in between each of these 5 times. Engage the intense concentration, flow generating, part of your mind during each run-through. As easy as this sounds, generating a flow process can easily lead you astray. How many times have you been at the piano for several minutes and thought "what was I thinking about the last several minutes?" This is a result of your conscious mind losing control over the subconscious mind. 

The subconscious mind will generate flow when given a specific task, but it must be monitored, but not analyzed by, the conscious mind during that task. To do this takes enormous concentration. Typically what happens when you zone out at the piano is that your conscious mind stops monitoring the flow process, but instead starts analyzing something else...say how your love-life is going. Maybe an interesting topic for analysis, but not great for practice. 

The important point here is that the subconscious mind, left to its own devices, will fall into habitual modes of practicing, and this is not a great way to induce the level of do-or-die concentration we are looking for. A self-monitoring system will help avoid this. It will let you separate the how of practicing from the what of practicing. Or to put it more simply, it will let you get flow going in your run-throughs without losing track of your overall practice.

With so much buildup, you might think that I have some grand "self-monitoring system" in mind. Really the one I use most often is so simple as to seem childish. I call it "penny practice." First, I select the passages to practice and make a list of specific things I plan to practice for those passages (see point one). Next, I place a few pennies on one side of the piano keyboard.  For instance if I want to complete each task on my list 3 times with full concentration, I'll use 3 pennies. Then for each time I get through that task perfectly, I move the penny from one end of the keyboard to the other. 

Like I said, it seems simple but it can be powerful. You will be amazed at how much mental energy is freed up when you aren't worried about planning any monitoring the overall practice session while doing the practice itself. Everytime your subconscious tries to take over, you'll see your list of goals and your pennies and get back on task. Try it!

Practical notes: 

Here are a few practical notes that are just dangling here at the end. Forgive me if I'm getting repetitive.

Set each goal independently of engaging it. Stop, assess, think, engage. Don't mix these elements. Thinking about the goal while engaging means your concentration has been diverted from the goal. If you were actually performing the piece, you would never devote some of your mental energy to thinking "Oh I should practice this line 5 times", so don't do it in the practice room either. 

Remember that you have to give yourself something to focus on when you engage. The mind responds to positives, not negatives, so you need a positive thing to focus on. At lesser stages this could be many discrete elements such as phrasing, fingering, correct notes. But remember that the ear must integrate everything. This means that even with these discrete elements, the sound is what you're focusing on. Always, always, listen and integrate everything else with the sound! 

In this respect, keep in mind also the 3 stages of aural awareness that generate flow in music making: 1) "listening ahead" as vividly as possible (hearing something right before you play it), 2) listening to the actual sound, and 3) assessing the result and making necessary changes. Or, as one teacher of mine used to say, "past, present, future." 

Well this post really became longer than expected! I will expand on several key elements in future posts, such as particular practice techniques, more thoughts on the concept of flow, mental habits, the practice of listening, etc. I would love if some people would try this idea out in their own practice sessions and give me some feedback!

Comments

[piano teacher]

Thanks for the post. I enjoyed reading this because I've got a lot, too. That even though the post became longer than expected, reading it was worth it. I think as piano teachers, it is a matter of how we put our hearts and passions over the things that we do; it is like loving every little thing we do - whether it is just a mere practice or a real performance. Let us always take the challenge and be at our best. Again, thanks for your ideas and thoughts - I really enjoyed each tip and realization that you've shared here. Keep it up!

Please also visit this site: http://www.musicteachershelper.com/blog for more music teaching resources.

[Teach Yourself Piano]

You describe the pressure of performance well. One of the specific problems I have is with familiarity of place and piano. Just playing on a different piano, not to mention a different location, throws me into complete confusion. It is very difficult to gain control over your mind when the pressure of performance is on. All of your negative thoughts and emotions have a way of snowballing out of control. Yet when you are able to master yourself and find that 'sweet spot' (so to speak) it is an exhilarating feeling.