Performing and composing ideas
Rachmaninov employs the following techniques and devices in the Piano Concerto No.2. Each one can be transferred to other genres of music. By understanding the effects of each may develop musicianship skills. They are shown here in this table.
| In performance | In composing | |
| Instrumental roles | It is good to think about what each instrument does in each section of the music, eg the soloist plays and the piano accompanies. Also think about how the instrumental parts fit with others to create larger textures. | Studying the sounds that instruments make will help form a list of instruments that will most likely suit the composition. Combining instruments together will help you create interesting textures within your music. |
| Dynamics | Performing with dynamics is a way to express the emotion in the written score. Think about the range of dynamics the composer wants the audience to hear, and make sure you convey the full range of these in your performance. | Including a wider range of dynamics in a composition may be a way of telling the story of the piece or reflecting emotion. For example, a quiet ostinato could be used to express sadness. The contrast in dynamics within a piece will also help reinforce transitions between sections or moods in the music. |
| Virtuosic performers | There are many talented performers. Watch a performance of someone inspiring and list three techniques they use. | When writing a piece of a music for a specific friend, think about how they play their instrument and how to maximise the opportunities for them to play a range of interesting and inspiring music! |
| Using a stimulus | While music should make sense in and of itself - generally - thinking about how a composer has used a stimulus for inspiration can help performers understand the music fully and give an exciting performance. | Choose a pitched instrument. Through experimenting with pitch and rhythm create a musical idea that sounds like bells. |
| Tempo changes | There is usually a tempo indicated at the start of a piece. Check it on a metronome and try to practice at the same speed. Set a slower tempo to help improve accuracy. | Consider how a composition might sound faster or slower. Include a tempo change to create a contrasting section. |
| Instrumental roles | |
| In performance | It is good to think about what each instrument does in each section of the music, eg the soloist plays and the piano accompanies. Also think about how the instrumental parts fit with others to create larger textures. |
| In composing | Studying the sounds that instruments make will help form a list of instruments that will most likely suit the composition. Combining instruments together will help you create interesting textures within your music. |
| Dynamics | |
| In performance | Performing with dynamics is a way to express the emotion in the written score. Think about the range of dynamics the composer wants the audience to hear, and make sure you convey the full range of these in your performance. |
| In composing | Including a wider range of dynamics in a composition may be a way of telling the story of the piece or reflecting emotion. For example, a quiet ostinato could be used to express sadness. The contrast in dynamics within a piece will also help reinforce transitions between sections or moods in the music. |
| Virtuosic performers | |
| In performance | There are many talented performers. Watch a performance of someone inspiring and list three techniques they use. |
| In composing | When writing a piece of a music for a specific friend, think about how they play their instrument and how to maximise the opportunities for them to play a range of interesting and inspiring music! |
| Using a stimulus | |
| In performance | While music should make sense in and of itself - generally - thinking about how a composer has used a stimulus for inspiration can help performers understand the music fully and give an exciting performance. |
| In composing | Choose a pitched instrument. Through experimenting with pitch and rhythm create a musical idea that sounds like bells. |
| Tempo changes | |
| In performance | There is usually a tempo indicated at the start of a piece. Check it on a metronome and try to practice at the same speed. Set a slower tempo to help improve accuracy. |
| In composing | Consider how a composition might sound faster or slower. Include a tempo change to create a contrasting section. |