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Many beginner pianists believe that fingering is unimportant, therefore they practice with incorrect fingerings, which become ingrained in their playing. This necessitates a time-consuming second stage of unlearning faulty fingering and relearning accurate fingering. Often it is an issue of fingering while pupils are taking up online piano learning classes. I always advise pupils to play the right fingering at least as many times as they did wrongly.
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Choosing Fingerings and How They Impact Your Technique?
Many beginner pianists believe that fingering is unimportant, therefore they practice with incorrect fingerings, which become ingrained in their playing. This necessitates a time-consuming second stage of unlearning faulty fingering and relearning accurate fingering. Often it is an issue of fingering while pupils are taking up online piano learning classes. I always advise pupils to play the right fingering at least as many times as they did wrongly. Allowing students to "self-teach" not only saves time, but also allows us, teachers, to focus on the most crucial aspect of any given piece: the interpretation.
First thing first First, which finger naturally falls on the next note? When you answer this question, you have usually completed most of your work. Answering this question implies that we select fingerings based on the next available finger. Let's put this into action: If we were to play the C major scale and opted to play A with the third finger in the last three notes, we would naturally have to use the fourth finger for the B note and the fifth finger for the final C note. This is the purpose of the first question. Beginner pianists frequently make errors such as randomly skipping fingers or moving their hand while they are only playing a step (i.e. from C to D or vice versa) when it is not essential in the context, such as if they were playing a section in their right hand that goes: G, F, E, D, C. Instead of playing 5, 4, 3, 2, 1, they would play 5, 3, 2, 1, and run out of fingers for the final note. Usually because the fourth finger, one of the weakest fingers, is tight or the hand is in an unstable position. This can also occur when the learner is not looking ahead in the music to see what makes sense for the entire section before them.
Conclusion There are undoubtedly many other factors that influence a pianist's choice of fingerings, and each pianist must determine what works best for their individual performance. As a teacher, my goal is to help my pupils build a firm foundation of knowledge so that they may successfully problem solve while selecting fingerings on their own.
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