21/10/2026
When we come across a technically demanding section in a piece, such as rapid left-hand scalic runs in Haydn’s Cello Concerto No. 1 in C Major, the temptation is to repeat the passage over and over, hoping muscle memory eventually kicks in. But rapid passages are almost always solved by stepping back and stripping away the complexity.
Working on this with my pupil L recently, we took one tricky scalic run and reduced the entire technical obstacle down to its absolute core: just three notes.
To keep the repetition engaging, we turned those three notes into a short, rhythmic habanera riff. First, L played the habanera pattern while I improvised over the top. Then we swapped roles. I held down the steady habanera groove so he could explore his own improvised lines over it.
Instead of a dry technical drill, we had a creative, musical dialogue. We were practicing the exact physical movement repeatedly, but within a context that felt alive and fun.
When we returned to the score and played through the actual Haydn passage, the technical barrier had completely vanished.
This is what creative pedagogy is all about. By bringing improvisation directly into technical practice, we can help students dismantle difficult obstacles while keeping their curiosity and joy at the heart of the lesson.
I’d love to hear from other teachers: how do you turn tricky technical hurdles into something creative in your own practice or teaching?
