Hey, you're right. My Book 1 has just 2 sections. The repertoire section does appear to be in chronological order though.minorkey wrote:Thanks, razz. The old edition of the RCM books I have must be quite different because I only have two sections: the main section (first 2/3) with repertoire pieces in increasing order of difficulty and then a slim section with "studies" at the back, which look like more repertoire pieces. Each book (Grade 1, 2, etc.) is really slim, but I really like the pieces I've worked on so far (in order).
I used these books on a 2nd round of lessons that I took as an adult (Took my first lessons at ages 11-15.) We went through the first 4 books rather quickly. My teacher selected the pieces to address different areas where I needed work. She did not follow any preset order (as far as I could tell). I believe she meant for most of these pieces to be remedial work addressing techniques and tactics that I had not learned very well the first time.minorkey wrote:Thanks for sharing your experience. When you were taking lessons using the RCM, did your teacher assign the studies alongside the pieces in front (e.g. this week, practice piece #2 and study #X), or just as another repertoire piece? I'm trying to figure out how and in what order to work on them. Thanks for any advice.
When I had lessons with the RCM books (and teacher), they were not overly organised -- mostly I played what I liked (that is, what sounded nice to me!), and so I did not go through every piece in all the RCM books, just those that pleased me musically (I was an adult -- I could do what I liked! ). I can't recall the precise details now as to which pieces I worked on and when. In retrospect, I think I should have been less stubborn about playing repertoire pieces and done a bit more studies pieces! I actually did that later, with a different teacher, but I used a book of Sor studies and other repertoire that my new teacher gave me to address specific issues, so I am afraid that I can't help you much with regards to any order to the RCM stuff. As razz suggests, maybe just play through a few and see if you like them and see if they actually do get you doing things that are helpful, and if so, keep practicing them.minorkey wrote:Thanks for sharing your experience. When you were taking lessons using the RCM, did your teacher assign the studies alongside the pieces in front (e.g. this week, practice piece #2 and study #X), or just as another repertoire piece? I'm trying to figure out how and in what order to work on them. Thanks for any advice.
Why would a university ask prospective students to waste their time with his outdated approach to scales?Swin wrote:The audition requirements at the local university where I live include Segovia scales
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