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Elizabeth Volpe Bligh Harp

Articles by Elizabeth Volpé Bligh, Principal Harp, Vancouver Symphony
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Tips on Preparing Orchestral Harp Parts
Practice Habits
Performance Anxiety
Take the Harm Out of Harmonics

Tips on Preparing the Orchestral Harp Part

Before the first rehearsal
  • Get the harp part as early as possible. Make copies of all the difficult parts you get, catalogue them, and file them away for the future. When a piece is programmed in a subsequent season you will not have to solve the same problems again.
  • Mark the pedal changes before you start practising. Draw pedal diagrams at every starting point. They may not match the key signature! Look for chromatic passages and make them more efficient by using enharmonics where possible.
  • Keep the part tidy! Write in the right pedal over the left, either in the middle of the staff or just underneath. Never obliterate dynamic markings or other important notations by writing pedal changes too close. Use black pencil, such as 2B, that is easily erased. Eliminate awkward page turns by copying a page to be folded out, or copy in the next bars on the bottom of the page.
  • Use fingerings which allow you to look at the conductor and make the right accents. Split single-line parts between both hands to avoid over-use injuries. Look for patterns and use the same fingerings for all similar configurations. Avoid jumping around; place whenever possible, and use the same finger on the same note if you can.
  • Edit impossible passages. If a part contains ten-note chords, stretches that require hands the size of platters, pedal changes so numerous that you are performing zapateado, lines so far apart that you need a third eye, lines so close together that your left hand is tripping over your right, chord jumps that should be in the Olympics, don't be a hero! Just find a way to get the right effect, with the correct harmony, rhythm and line, and everyone's happy. If there are two harp parts, re-distribute the parts to avoid nasty pedal changes, a host of awkward problems, and a frazzled second harpist.
  • Mark the part legibly with measure numbers and cues. If the part has numbered bars, figure out the bar numbers for all your starting points and mark them in. If you have a recording of the piece, listen to it, pencil in hand, and mark all the important cues that help you with your entrances. If you have 14 measures to count, and there is a trumpet solo in the fourth bar, write "m4 trpt" in the space provided. This will give you great confidence when you're performing.
  • At the first rehearsal
  • Continue to mark in cues as you hear them and get cues from other musicians' parts during the breaks. Many conductors don't give cues. Planning and preparation on your part will lead to self-sufficiency and success.
  • Write in "solo" over any exposed parts and "covered" over any places where all your hard-practiced notes are obliterated by thick orchestration or enthusiastic brass players. Harpists everywhere will bless you for this.
  • If the conductor says "We will start at bar 118" and you do not have that marked, start counting "118. 119, 120" until you get to the spot in your music where you do have a numbered bar. Often there is not enough time to do the math to figure out how many bars there are to your next spot.
  • Mark phrases and cues, especially towards the last bars of repeated patterns. Some pieces repeat the same pattern more than 20 times, and it is very easy to lose count. Odd phrases, hemiolas, and other phrases and accents that do not match the bar lines may confuse you. Write in the melody and sing it as you practice.
  • Check the tempi! Sometimes a fingering works well at a slow tempo, but becomes completely impossible at the breakneck speed so popular with many conductors. Have a "Plan B" for any awkward passages. It may be necessary to throw away a few notes in order to facilitate beautiful, even playing.
  • Divide the tacet bars into phrases so they can be counted that way, instead of the odd numbers that are unfortunately in so many parts. In The Nutcracker, for example, one finds rehearsal letters in bizarre places. It is much easier to count by the phrase rather than by 7, 9 or 15. Candide by Bernstein, and Sleeping Beauty by Tchaikovsky, are numbered in tens, making them excruciating to count. For some unfathomable reason, a few composers put the rehearsal letters on the last bar of a phrase! Other pieces feature a similar lack of logic. Be forewarned!
  • Don't trust the part. If it sounds wrong, there is a good chance that it is. Ask the conductor. However, occasionally they may not understand or hear your question, so you should also check the score yourself. If there is a mistake, fix it legibly and permanently, so the next harpist doesn't have to suffer.
  • Read The Harp in the Orchestra by Beatrice Schroeder Rose. It's full of great examples of ways to fix unmanageable parts.
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    Practice Habits

    Q: How to you structure your own practice sessions in order to be most productive? How do you suggest that your students structure their practice time?

    A: I always start with at least ten minutes of a technical warm-up. I spend more time on technique if I don't have too much repertoire to plough through. If I am learning new repertoire, I choose sections of the music to be learned by the end of that day. If there is still time left over, I will skim through other parts to get a start on the next day's work. Every day I review what is already learned, then tackle another section. I really look at the music before I play it. It helps to take it away from the harp and analyze the patterns, rhythms and harmonies, notice the dynamic markings, and figure out the "architecture". I mark in the pedals and some possible fingerings. Then I play a section slowly enough that I can play it without mistakes. Then I try it at full speed to make sure the fingerings still work. Even when it's well-learned, I take it apart and play each hand separately to make sure the left hand knows what it's doing and the lines in the music are coming out. I prioritize the concerts that are coming up like a surgeon doing triage, and set deadlines for when each piece needs to be learned. I use a metronome to do a "reality check" all along the way so that I know what my target speed is, and figure out how to get the piece up to that speed in the allotted time. When things are slack, I like to sight-read through new books of music, in order to keep those skills sharp, and also explore new repertoire. If it's chamber music, it's not enough to know just the harp part; I always sing the other parts while I am practising my own. If a student only has an hour: 10 minutes technique, 45 minutes learning pieces, a few minutes of practising rhythm exercises and sight-reading as a "cool-down".

    Q: How much time per day/per week to you dedicate to practice? How much practice time do you ask of your students?

    A: This depends on the type of concerts I am involved in. It can range from a minimum of one hour for basic maintenance to four hours if I am preparing a concerto or recital along with my orchestra work. Since my students range from eight years old to middle-aged, their practice time varies as well. The serious ones who aspire to a career in music need to practice much longer than the ones who are just playing for fun. The main thing is that they know to take breaks so they don't get over-use injuries. One student may learn a piece in half the time it takes another, so I worry more about the attainment of goals rather than how many hours it took to achieve them. If a student is chewing up repertoire, has great technique, and still has time left over in the day, they can spend some time listening to great music, researching music history or working on theory and harmony.

    Q: What kind of warm-up exercises do you play? What kind for your students? Or if you have an exercise you've made up and would like to share it with us, that would be great, too!

    A: My warm-up always includes scales, arpeggios, and inversions. Then I alternate various other patterns, some from exercise books such as Larivière Exercices et Etudes, others from my orchestra repertoire. If the students are working on specific techniques such as trills, we make exercises out of them and they warm up with them. Renié's Method for the Harp is a really thick volume full of great exercises and good advice.

    Q: What kind of physical exercises/warm-ups/stretches do you do before practicing, if any?

    A: I don't do any right before I practise. I used to, but I did not notice that it made a difference. Weight-lifting, however, has made a huge difference to my endurance and strength. I just use 5-pound weights, and I am very careful not to over-do it.

    Q: How do you measure the success of a practice session?

    A: I would measure success by the end of a week of practice rather than a single session. The brain takes a while to really absorb new knowledge. When you sit down at the harp and play perfectly the segments you have worked on for a week, that's success.

    Q: Do you keep a written log of your practice? What you're working on, trouble spots, etc.?

    A: No, but it's a good idea for those who are having trouble calculating how much time they need to accomplish their goals by their deadlines.

    Q: Please feel free to include whatever other information you feel we could all benefit from regarding practice habits, teaching good practice habits, etc.

    A: The most important thing to remember when practising is to cultivate the habit of playing in a completely relaxed way at all times, breathing deeply and regularly. If you are tense in the practice studio, you'll be tense while performing. I highly recommend Philip Johnston's books on practicing. His web site is www.practicespot.com. He has numerous helpful hints on how to prepare a recital piece to perfection, how to manage nerves, how to memorize, etc. Here is a tip for  "practising performing". You set a time every night to play right through your program, just like you are on tour. You come out from "the wings" and bow to your fake audience (teddy bears work well), play your recital, bow again to the imaginary thunderous applause, and walk "offstage". Wear the clothes and shoes you plan to wear to the real thing, and try to simulate the bright lighting you will have on a real stage. (Make sure they are clean for the real performance, though!) By the end of a week-long "tour", you are much more comfortable with your program, and you have a realistic idea of how you will play.

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    Performance Anxiety

    Almost everyone has suffered through stage fright, whether mild or debilitating. The few who have never experienced it may actually have a different amount of adrenaline-producing hormones in their system, so feel lucky if that describes you. In fact, do not bother reading any further unless you have students who are having palpitations when they play.

    When I was young, I never felt any worries while performing. In fact, I would think to myself, I'm just a kid! Nobody expects me to be perfect! Then I would go out there and enjoy myself, playing my music with abandon. When I decided upon music as a career at the age of seventeen, it suddenly mattered if I did well. I was starting a brand-new, difficult instrument, the harp, and it dawned on me that expectations had risen. Boom! Now, when I went onstage, I was shaking all over, hands sweating, panic-stricken. This was a new and entirely unwelcome development.

    It took me several years to figure out how to cope with this. I noticed that certain types of music frightened me more than others. I felt happy playing Debussy, even with myriad pedal changes, but miserable playing Handel. Why? In Handel's music, it is much more obvious to the audience when there is a mistake. The solution: I had to develop my technique much further before performing any music that I could not play comfortably at home! That meant I also had to improve my practice habits. Judy Loman said, "You have to learn your music 200% and have it ready at least three weeks before your performance. It's like putting your hair in a bun with only two bobby pins. It will stay up for a few minutes, but if you want it to last, you will need dozens of pins."

    Be aware of exactly what you are playing! To prepare for an important concert, I practise both my right and left hand separately and memorize them so that I can literally play them in my sleep. (I pretend to read them off the ceiling.) Most people are only concentrating on the melodic line, and when they are out there in the bright lights, they suddenly notice their left hand wandering around the strings on auto-pilot. That is when"brain cramps" can happen.

    Analyze the harmonies, so that you always know what key you are in and what accidentals are involved.  Look for all the cadences, modulations and patterns. Mark A, B, C, etc. at starting spots all over the piece, with pedal patterns written in, and be able to start playing at any of them. If you do have a memory lapse, you can just jump to the next letter. If you are playing in an ensemble, know the other parts so that you know where you fit in. Group the starting spots in families, such as all the spots that start in the same key, or use the same patterns. If there are repeated sections, as in a Rondo, be very aware of which one you are on and how it connects to the following section. It helps to attach colours to these sections in your mind, i.e. section A is white the first time, the second time is blue, third time is green. Use the colours of the rainbow in order and there's some logic to it.

    Practise in a relaxed way all the time. If your muscles are in the habit of being loose, they are less likely to lock up in performance. BREATHE DEEPLY whenever you feel any tension rising.  This increases the flow of oxygen to your muscles. I used to hold my breath when I was playing difficult passages, and then wonder why my fingers felt like boards! Make sure your jaw is not clenched, your tongue is not sticking to the roof of your mouth, and your head is not craning forward to see the strings or music. Yo Yo Ma, the great cellist, suggests doing yoga and stretches as a way of maintaining relaxation.

    If you have bad eyesight, you will need specific contacts or glasses that allow you to see your music perfectly, the strings a little less well, and the conductor rather blurrily. It is fine as long as you can see the baton moving in rhythm and whether he or she is smiling, frowning or crying.

    Practise playing musically all the time. Dynamics, style, accents, evenness, phrasing, rhythm, tone, emotions, etc. are more important than anything. You could play all the right notes, but, as Duke Ellington put it so well, "It don't mean a thing if it ain't got that swing."

    Have a Plan B! If you make a mistake while practicing, keep going to see how you would get through it. Go back and devise a method of recovery, so you will feel confident that you can keep the music flowing. We have all heard performances by great musicians who have played handfuls of wrong notes, but yet we still enjoyed the concert immensely. If you know your harmonies and rhythms, the audience is usually completely unaware that a note might be missing here or there. However, always practise slowly and methodically so that you program your hands and feet to play the right notes and pedals. If you plow through the piece every day, making mistakes all along the way, you are teaching your muscles to play incorrect notes.

    As harpists, we have the great luxury of being able to tune our instruments before we start. Sure, sometimes it is necessary to tune again mid-concert (a few notes, not the whole harp, we hope!) but at least we do not have to deal with bad intonation.

    Practise performing! Once you have a good grip on the piece, record yourself and listen to it. Once you are comfortable with that, perform for your family. Next level: friends. Then finally: recital on a stage. The same piece that gave you the dry heaves can become easy after several performances. If it is STILL too hard, then abandon it for now and choose easier repertoire. Come back to it when your technique has advanced further. Always start a recital with a piece that is very comfortable for you, if you have a choice. You could even warm up, disguised as checking the tuning, If you are waiting for a while without a warm-up, get your fingers working at least two minutes prior to playing, and keep them warm.

    Do not assume that the crowd is not listening to you if you are playing background music. Numerous times, I have been surrounded by a clutch of admirers, all ears. Always choose pieces that you know well and bring along a stand lamp with an extension cord or batteries.

    Practise intervals, arpeggios, scales, etc. with your eyes closed to improve your muscle memory. Your muscles can learn the distances, so you do not have to get worried if you are playing in an orchestra pit and you cannot see your strings very well.

    Anticipate all the things that will be different in performance. Practise in your concert shoes and attire. Try to simulate the same kind of lighting. Play through the whole program without stopping, once a day, for at least two weeks before the concert. Do it all: come out, smile, bow, sit down, play, then get up and smile and bow to the fake audience at the end. Do not forget to smile. It produces a very happy audience who will love you and applaud all the more.

    Try to get some time onstage to get used to the acoustics of the hall/ Get there early enough to warm up and tune up and then still have time to sit quietly and visualize your first passages before you go on. If this is a chamber music or orchestra situation, make sure you know if the A is higher than 440, and calibrate your tuner accordingly.
     
    Focus! Keep your eye on the ball, as Barry Green's analogy puts it. Do not thinkl about anything other than the music. If you start wondering what that critic in the front row is writing about, you are liable to forget what you are doing and make a mistake. Your performance should feel like a gift you are giving to those lovely people in the audience. I often look for a friendly face in the crowd and play just for that person.

    The more you perform, the less frightening it gets. There is a reason why great soloists look so confident: they have played in that situation many, many times and they practise for hours every day.

    Barry Green puts it into an equation: Performance=potential minus interference.

    References: Barry Green: The Inner Game of Music (1986)
    Frank Wilson: Tone Deaf and All Thumbs (1986)
    Barbara Schneiderman: Confident Music Performance (1991)
    Eloise Ristad: A Soprano On Her Head (1982)

     
    Harp Haikus and Assorted Doggerel by Elizabeth Volpé Bligh:
    I tune. I warm up.
    What shall I work on today?
    Ring! Who'll get the phone?
    >
    The harp is so cool.
    Once plucked, it plays itself.
    What's not to love?
    >

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    Take the Harm out of Harmonics

    Harmonics - they sound so lovely when played well, but they can be so elusive! After some experimentation, I think I finally cracked the mystery of their capriciousness.

    Harpists all know to play a harmonic in the exact middle of the string, measuring from where it is held by the groove, discs or levers. That is why a harmonic on an open string is higher than one in sharp. However, sometimes the harmonics still sound strangled, instead of having that ideal bell-like sound. How do we get the perfect harmonic consistently?

    For the right hand, position your thumb on the string you wish to play. The rest of the fingers should be flat in the palm, forming a relaxed fist. The front of the second finger should be at a ninety-degree angle to the exact middle of the same string, with the palm facing the floor. Then, back the fist away to the right of the string about 1/8 of an inch or half a centimeter. Your thumb is still on the string and your fist is poised near the string but not on it. Twist your wrist, bringing the second finger knuckle into contact with the string, playing your harmonic. Now the palm (with the fingers still flat against it) should be facing the strings. This works especially well in the higher notes. The same concept works for the left hand.

    Play left hand harmonics by stopping the string with the side of your palm that is directly opposite your thumb. This works for single or multiple harmonics. Some people prefer to use the base of their thumb but that only works for single harmonics.

    Double and triple harmonics in the left hand can be tricky, especially if the accidentals make it impossible for your palm to line up right in the middle of the strings. Your palm goes up, so if the harmonics are all flats, naturals or sharps, great! However, if the middle harmonic is a sharp and the top is natural, now what? If possible, change the sharp to its flat equivalent, so that now the harmonic chord lines up nicely with the curve of your palm.

    It is vitally important to know exactly at what height you sit, so that you can set your chair in that position before the concert. One fraction of an inch up or down, and your muscle memory will set you up for disaster. Your hand will go to its usual spot on the string and THUD! The heartbreak of harmonics-failure! Even wearing heels after practicing all week in bare feet or flat slippers can be enough to cause this dismal state of affairs. Another variable that can wreak havoc is having a different harp at home than the one you will be performing on. The size of the harp affects where the harmonics sit in relation to where you are sitting. There are variations even among harps of the same style from the same factory, depending on what year they were built. If you are worried about a particular set of harmonics, as a last resort, mark them on the string with a bit of felt marker. It will wear off after a while.

    Some strings have terrible harmonics. Try replacing the string if you can never get a good harmonic on it. Some harps also have less than stellar harmonics. It might not be you! Try your technique on a friend's harp. Then buy her harp.

    Harmonics are usually played where they are written, with a little “o†above the note, or indications like sons harmoniques. In some cases, they are played where they sound. Salzedo wrote his harmonics this way. Mahler's Symphony #3 has very confusing harmonics, some of which are too high to be played where they are written. One could conclude that they should all be played an octave down or that some of them can be played where written. In case of confusion, the conductor will tell you what he or she wants. When a composer wants the higher note, but the string is too short to produce a harmonic, you can fake it by playing an open octave. If a composer consults you, suggest doubling the iffy harmonic with a glockenspiel, celeste or triangle for a similar effect.

    In some orchestra pieces, such as Ravel's Mother Goose, and Walton's Violin Concerto, you have to play a whole phrase of harmonics. It is very tricky to do these well while also looking at the conductor. Memorize these passages so that you can keep your eyes on the strings and listen to the other instruments around you for ensemble. If the harmonics are totally solo, at least you can look at the conductor and the strings without being distracted by looking at the music too! This can avoid a nasty case of whiplash.

    At the beginning of Rimsky Korsakov's Russian Easter Overture, there are some fast solo harmonics which accompany first the flute, then the violin. Sometimes I go to Plan A: I play my left hand harmonics with the same technique as the right hand, so that I can alternate hands while playing on strings that are too high for the normal technique. Or, Plan B: if the orchestra takes a moderate tempo, then you can play part-way up with your left hand and continue with your right. Plan A is only for when it too fast for Plan B to be workable. Listen to the melody because you will not have time to look up!

    Sometimes the composer has written something completely impossible, i.e. the fast harmonics in I Pini de Gianicolo in Respighi's Pines of Rome. If the section is too fast to play as harmonics, play it up an octave as regular notes. In these cases, try to make it sound as much as possible like what the composer wanted, but harps have their limitations and there is no point in going down with the ship. Just make it beautiful and convincing.

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