The performer's skill, according to famous musicians, is 10% dependent on talent and 90% on perseverance. In other words, a person with mediocre data and a great desire will learn to play much better than a talented lazy person.
Instructions
Step 1
Exercise every day. Permanent work is much more efficient than periodic work. Musical performance is based on muscle and motor memory, which requires daily reinforcement. In other words, practicing every day, you improve your technique, while practicing rarely, you worsen it.
Step 2
The duration of classes at first may not exceed 30-40 minutes. Over time, increase the time to an hour, two, three, or more. Professionals train 6-8 hours a day. If you plan to play at a high level, gradually prepare yourself for this mode.
Step 3
During the lesson, solve several problems, depending on the level of skill and complexity of the works. First, play a few exercises to stretch your fingers, give them flexibility and flexibility. Secondly, sight-read one or two works to analyze your skill and the speed of perception of new material. Thirdly, deal directly with the piece that you plan to play at the performance. Spend most of your time with him.
Step 4
It is almost impossible to learn a major piece in one day. Therefore, spread the work over several days: in the first, disassemble the first part separately with each hand, in the second, join your hands, in the third, go to the next part, etc.
Step 5
Attend performances by other musicians. Analyze their style of play, interpretation of the author's intention. Then (if possible) play the same pieces, but taking into account your own opinion about a particular era, genre and idea.
Step 6
Study with a teacher. As a rule, self-taught musicians do not achieve great success for three reasons: First, it is difficult to accurately reproduce the correct position (the arms and body become uncomfortable, leading to injuries and not allowing some passages). Secondly, each style has its own rules for the execution of certain decorations and moves (for example, accents in trills).
Thirdly, the lesson is a kind of stimulus, and the musician, even with a strong desire, is often hindered by laziness. The teacher will promptly push the musician to work on himself if his own fuse has burned out.
