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Conductor Andy doe gives behind the scenes look at his approach to working with soloists. Doe: "it is the consummate collaboration although I take the approach that it is my responsibility to support the soloists' vision of the piece he / she is performing" the key is to have one ear absolutely glued to the soloist while your other ear is on the orchestra and balances.
Conductor Andy doe gives behind the scenes look at his approach to working with soloists. Doe: "it is the consummate collaboration although I take the approach that it is my responsibility to support the soloists' vision of the piece he / she is performing" the key is to have one ear absolutely glued to the soloist while your other ear is on the orchestra and balances.
Conductor Andy doe gives behind the scenes look at his approach to working with soloists. Doe: "it is the consummate collaboration although I take the approach that it is my responsibility to support the soloists' vision of the piece he / she is performing" the key is to have one ear absolutely glued to the soloist while your other ear is on the orchestra and balances.
We want your course to live online forever, so maybe
we can have an ending that makes this work as a standalone piece too? Something short and upbeat every performance is different, good luck, sort of thing? mail@andydoe.com / www.andydoe.com / +447714948971 Sent from my iPhone On 18 May 2015, at 19:12, Marin Alsop <Niram1@aol.com> wrote: Thanks so much Andy. Can you help kind of script it out with me? How did I start the others? Im speaking to you today from Brussels where I am conducting the finals for the Queen Elizabeth Violin Competition. Since accompanying is one of the most difficult aspects of our role as conductors, I wanted to give you a behind the scenes look at my approach to
working with soloists.
For me, it is the consummate collaboration although I always take the approach that it is my responsibility as the conductor to support the soloists vision of the piece he/she is performing. That said, if I vehemently disagree with the soloists approach and feel it is a distortion of the composers intent, it is my responsibility to work toward influencing the interpretation. Fortunately, I have only very rarely felt this way and I usually find working with soloists to be intensely gratifying. With younger soloists it is more often the case that their interpretations are not yet well formed and I can be both a support as well as a real partner in helping them shape their point of view. First I will meet with each soloist and go through the piece. It is especially important for hug conductors to hear the soloist play the entire work, not just tricky resemble spots. Dont be afraid to ask the soloist to play through everything for you! Technically the key is to have one ear absolutely glued to the soloist while your other ear is on the orchestra and balances. My goal is to to feel as
though I am playing the piece along with the soloist
rather than listening to the soloist. I always tell my students hear everything but listen to nothing because listening is a passive action and means that you are probably behind in your reactions. Another trick is to react but not overreact to what the soloist is doing. Remember that rubato is most successful when there is a solid framework as a departure point. So, for example, if a soloist pushes and pulls in every phrase, perhaps it is better for you and the orchestra to remain steady and let him/her have freedom around that reliable foundation. Balancing the orchestra is essential. The first run through with a soloist is ALWAYS too loud. If you have the rehearsal time, let the orchestra blast away the first time and then go back and INSIST on what is needed for the soloist to be heard. I rarely work on balances the first time through because it takes a while for the orchestra to adjust to their supporting role. Le them adjust and then be relentless in getting the proper balance. For most concerti for violin, viola, cello, I will reduce
the strings by one stand to 14 first, 12 second, 10
violas, 8 cell, 6 bassi. For certain classical works I reduce the strings even further. (Mozart 12, 10, etc, some very transparent 20th century works like Prokofiev violin cto #1). But balancing the orchestra and creating compelling sound worlds and colors is usually separate from the number of strings used. It is critical that the musicians in the orchestra ALWAYS know where they are in the piece. I often show two fingers to indicate two measures before they come back in, or err on the side of clarity, especially following a section where I am not conducting (cadenza, extended passage, etc). But above all, accompanying a soloist is about being the person they can rely on, lean on, turn to. I have had soloists skip major sections of a piece and it is MY job to get the orchestra back on track (even by calling out rehearsal letters now and then!) I have felt soloists losing their cool and then it becomes MY job to be doubly attentive, calm and supportive. As the conductor I am the gas to the soloists flame; the outstretched arm for them to grab on to or just to lean on.
This role applies to stage etiquette as well. I always
hang back a bit and applaud my soloist when entering the stage and only when he/she has settled into position do I take the podium. The same applies at the end of the piece: it is the soloists moment to shine and all attention deserves to be on him/her. I am there as a kind of chaperone, accompany the soloist off stage and back on, after a solo bow. I always shake my concertmasters hand after the concerto and then acknowledge any major solos by orchestral musicians when I return with the soloist, before giving the entire orchestra a bow. Join me now as I work with twelve outstanding young violin soloists. We have 4 Brahms concerti, 3 Sibelius, 2 Tchaikovsky, 2 Bartok #2 and 1 Shostakovich #1 over the next ten days. Tune in to see how different each collaboration can be.