The Investigation Utilized Czerny No.849 as an Aid for Piano Students to Execute Chopin Waltz Op.69 No.2

Abstract

           This study aims to illustrate the efficacy of Czerny No. 849 as a supplementary practice for piano students preparing to perform Chopin's Waltz Op. 69 No. 2. Recognizing the technical challenges posed by this work, we aimed to determine if including Czerny's exercises may enhance students' interpretive skills and performance quality. During an eight-week period, a group of proficient piano students engaged in a structured training regimen, consistently practicing both the Chopin waltz and Czerny No. 849. Technical execution, rhythmic precision, and expressive interpretation were evaluated via qualitative observations, performance assessments, and student feedback. The results indicate that consistent practice of Czerny No. 849 significantly enhanced finger dexterity, hand coordination, and overall confidence in executing challenging passages of Chopin's works. Participants indicated more familiarity with prevalent technical elements, like scale patterns and arpeggios, which are abundant in both works.
          The study underscores the need for incorporating classical studies into contemporary repertoire preparation and suggests that educational tools such as Czerny No. 849 may be very beneficial. This research highlights the need of technical exercises for cultivating proficient pianists and provides insights into effective pedagogical methods for enhancing students' interpretations of challenging repertoire. A subsequent study may expand upon these findings by examining more auxiliary pieces and their impact on various piano composition styles.