Béla Bartók: For Children, Sz. 42 – Book 1 (After Hungarian Folk), Apfel Café Music ACM109

(Apple Music)
Overview – English

Béla Bartók’s For Children, Book 1 is a foundational collection of short piano pieces that reflects his deep engagement with Hungarian folk music. Originally composed between 1908 and 1909, the collection was revised in 1945, and it is in this revised form that it’s most widely known and performed today. The pieces are a blend of pedagogy and art, designed to be both educational for young piano students and musically valuable in their own right.

Musical Characteristics and Purpose

The book consists of 40 pieces, each based on an authentic Hungarian folk tune. Bartók’s genius lies in his ability to take these simple, beautiful melodies and craft them into short, expressive piano works with transparent and sometimes surprisingly modern harmonies. The pieces are not just simple arrangements; they are sophisticated compositions that maintain the folk tunes’ authentic rhythms and character.

Folk Influence: The pieces are a direct result of Bartók’s extensive fieldwork collecting folk songs from villages in Hungary and neighboring regions. He was one of the first composers to use a phonograph to record these melodies, and his profound understanding of their unique scales, rhythms, and forms is evident throughout the collection.

Educational Value: The works are progressive in difficulty, starting with very simple pieces and gradually introducing more complex musical concepts. They are designed to develop a student’s technical and musical skills, focusing on things like rhythmic precision, clear articulation, and lyrical phrasing. While written for beginners, the musical and expressive depth of the pieces makes them a favorite of advanced players and even concert pianists.

Structure: The pieces are generally short and concise, often in simple binary (AB) or ternary (ABA) form. Bartók’s careful use of dynamics, tempo markings, and articulations provides students with a detailed roadmap for an expressive performance. Many of the pieces have descriptive titles like “Pillow Dance” or “Children at Play,” which helps to ignite a student’s imagination and musicality.

Bartók’s For Children, Book 1 is a testament to his belief in the inherent value of folk music and its power to inform and enrich classical composition. It is a work that bridges the gap between traditional folk melodies and a modern compositional language, making it a timeless and essential part of the piano repertoire.

Information – Français

For Children, Book 1 de Béla Bartók est une collection fondamentale de courtes pièces pour piano qui témoigne de son profond engagement envers la musique folklorique hongroise. Initialement composée entre 1908 et 1909, la collection a été révisée en 1945, et c’est sous cette forme qu’elle est la plus largement connue et jouée aujourd’hui. Les pièces sont un mélange de pédagogie et d’art, conçues pour être à la fois éducatives pour les jeunes élèves de piano et musicalement valables en soi.

Caractéristiques et but musical

Le livre comprend 40 pièces, chacune basée sur une authentique mélodie folklorique hongroise. Le génie de Bartók réside dans sa capacité à prendre ces mélodies simples et belles pour en faire de courtes œuvres expressives pour piano, avec des harmonies transparentes et parfois étonnamment modernes. Les pièces ne sont pas de simples arrangements ; ce sont des compositions sophistiquées qui conservent les rythmes et le caractère authentiques des airs folkloriques.

Influence folklorique : Les pièces sont le résultat direct du travail de terrain intensif de Bartók, qui a collecté des chansons folkloriques dans les villages de Hongrie et des régions voisines. Il a été l’un des premiers compositeurs à utiliser un phonographe pour enregistrer ces mélodies, et sa profonde compréhension de leurs gammes, rythmes et formes uniques est évidente tout au long de la collection.

Valeur pédagogique : Les œuvres sont d’une difficulté progressive, commençant par des pièces très simples et introduisant progressivement des concepts musicaux plus complexes. Elles sont conçues pour développer les compétences techniques et musicales de l’élève, en se concentrant sur des aspects tels que la précision rythmique, l’articulation claire et le phrasé lyrique. Bien que conçues pour les débutants, la profondeur musicale et expressive des pièces en fait l’une des favorites des joueurs avancés et même des pianistes de concert.

Structure : Les pièces sont généralement courtes et concises, souvent sous une forme binaire simple (AB) ou ternaire (ABA). L’utilisation minutieuse par Bartók des dynamiques, des indications de tempo et des articulations fournit aux élèves une feuille de route détaillée pour une exécution expressive. De nombreuses pièces ont des titres descriptifs tels que “Danse de l’oreiller” ou “Enfants qui jouent”, ce qui contribue à stimuler l’imagination et la musicalité de l’élève.

For Children, Book 1 de Bartók est un témoignage de sa conviction quant à la valeur inhérente de la musique folklorique et à son pouvoir d’informer et d’enrichir la composition classique. C’est une œuvre qui comble le fossé entre les mélodies folkloriques traditionnelles et un langage compositionnel moderne, ce qui en fait une partie intemporelle et essentielle du répertoire pour piano.

Überblick – Deutsch

Béla Bartóks For Children, Book 1 ist eine grundlegende Sammlung kurzer Klavierstücke, die sein tiefes Engagement für die ungarische Volksmusik widerspiegelt. Die Sammlung wurde ursprünglich zwischen 1908 und 1909 komponiert, 1945 überarbeitet und ist in dieser überarbeiteten Form am weitesten bekannt und verbreitet. Die Stücke sind eine Mischung aus Pädagogik und Kunst, die sowohl für junge Klavierschüler als auch für sich genommen von musikalischem Wert sind.

Musikalische Merkmale und Zweck

Das Buch besteht aus 40 Stücken, von denen jedes auf einer authentischen ungarischen Volksweise basiert. Bartóks Genie liegt in seiner Fähigkeit, diese einfachen, schönen Melodien in kurze, ausdrucksstarke Klavierwerke mit transparenten und manchmal überraschend modernen Harmonien zu verwandeln. Die Stücke sind keine einfachen Arrangements; es sind anspruchsvolle Kompositionen, die die authentischen Rhythmen und den Charakter der Volksweisen beibehalten.

Volksmusik-Einfluss: Die Stücke sind ein direktes Ergebnis von Bartóks ausgiebiger Feldforschung, bei der er Volkslieder in Dörfern in Ungarn und den Nachbarregionen sammelte. Er war einer der ersten Komponisten, der einen Phonographen zur Aufzeichnung dieser Melodien verwendete, und sein tiefes Verständnis für ihre einzigartigen Skalen, Rhythmen und Formen ist in der gesamten Sammlung offensichtlich.

Pädagogischer Wert: Die Werke haben einen progressiven Schwierigkeitsgrad, der mit sehr einfachen Stücken beginnt und nach und nach komplexere musikalische Konzepte einführt. Sie wurden entwickelt, um die technischen und musikalischen Fähigkeiten eines Schülers zu fördern, wobei der Schwerpunkt auf Dingen wie rhythmischer Präzision, klarer Artikulation und lyrischer Phrasierung liegt. Obwohl sie für Anfänger geschrieben wurden, macht die musikalische und ausdrucksstarke Tiefe der Stücke sie zu einem Favoriten fortgeschrittener Spieler und sogar von Konzertpianisten.

Struktur: Die Stücke sind in der Regel kurz und prägnant, oft in einfacher binärer (AB) oder ternärer (ABA) Form. Bartóks sorgfältiger Einsatz von Dynamik, Tempoangaben und Artikulationen gibt den Schülern einen detaillierten Fahrplan für eine ausdrucksstarke Aufführung. Viele der Stücke haben beschreibende Titel wie “Kissen-Tanz” oder “Spielende Kinder”, die dazu beitragen, die Fantasie und Musikalität eines Schülers zu entfachen.

Bartóks For Children, Book 1 ist ein Zeugnis seines Glaubens an den inneren Wert der Volksmusik und ihre Kraft, die klassische Komposition zu informieren und zu bereichern. Es ist ein Werk, das die Lücke zwischen traditionellen Volksmelodien und einer modernen Kompositionssprache schließt und es zu einem zeitlosen und wesentlichen Bestandteil des Klavierrepertoires macht.

Liste des titres / Tracklist / Titelliste:

1. Sweet as sugar
2. Sunrise
3. Former friends
4. Soft tears
5. Former friends
6. Country dance
7. Flower song
8. My gift to you
9. Spring dance
10. Exotic flowers
11. Me and the rain
12. Trip
13. Runaway horse
14. To cook a goose
15. Hometown
16. Almost innocent
17. The young bride
18. Sailors’ homecoming
19. At the Doboz Inn
20. Cheers!
21. Vigoroso
22. Doings in Debrecen
23. She walks my way
24. Water, water everywhere
25. Eve eats an apple
26. Dance with me
27. Happy dance
28. Mr. White goes to jail
29. Dinner at my house
30. Cock-a-doodle-do
31. I remember mama
32. Wedding day and night
33. Light the way to my love
34. Evening Kiss. Andante
35. Old maid
36. Absent is my sweetheart
37. The lovely girls of Budapest
38. In a good mood)
39. Insect wedding
40. Peasant prayer
41. Let’s elope!
42. The Swineherd’s dance

Cover Art: » Landschaft am Teggernsee mit lesendem Mann « (1910) von Auguste macke


Enjoy the silence…

from Apfel Café Music, ACM109

released 22 August, 2025

© 2025 Apfel Café Music
℗ 2025 Apfel Café Music

Notes on First Term at the Piano, Sz.53 (1913, 1923) by Béla Bartók: Information, Analysis and Performance Tutorial

General Overview

First Term at the Piano is a collection of 18 short pedagogical piano pieces by Hungarian composer Béla Bartók. Published in 1929, the pieces were originally composed around 1913 as part of a larger piano method Bartók co-authored with Sándor Reschofsky. The collection serves as an excellent and highly musical introduction to Bartók’s unique compositional style for beginning pianists.

Key Characteristics

Educational Purpose: The pieces are designed to guide students from the very earliest stages of piano playing. The difficulty progresses from simple melodies that can be learned in a student’s first few weeks of lessons to pieces that are more challenging, approaching a Grade 2 level.

Folk Music Influence: Many of the pieces are arrangements of Hungarian folk songs or are original compositions written in a folk-like style. This reflects Bartók’s deep interest in and extensive research of Eastern European folk music, which heavily influenced his work.

A “Living Soul”: Unlike the often-stale “wooden-puppet” literature available for beginners at the time, Bartók’s pieces were praised for having a “living soul and a thinking brain.” They are not just technical exercises; they are charming, characterful miniatures.

Precursor to Mikrokosmos: First Term at the Piano can be seen as a stepping stone or a more accessible companion to Bartók’s most famous pedagogical work, the six-volume Mikrokosmos. While Mikrokosmos is a comprehensive, progressive series that eventually leads to professional-level compositions, First Term at the Piano provides an ideal, earlier introduction to his sound world.

Notational Nuances: The collection introduces students to elements characteristic of Bartók’s music, such as unconventional rhythms, modes, and specific articulations (dots, dashes, and slurs).

Musical and Technical Benefits: The pieces offer musical and technical benefits, helping students develop a strong sense of rhythm, musicality, and coordination while familiarizing them with 20th-century harmonies and textures.

Characteristics of Music

Béla Bartók’s First Term at the Piano is a collection of 18 short piano pieces that serve as an introduction to his unique musical language. The collection is notable for its blend of traditional pedagogical forms with modern compositional techniques and a strong influence from folk music.

Key Musical Characteristics

1. Folk Music Influence

A central feature of the collection is the pervasive influence of Hungarian and other Eastern European folk music. Many of the pieces are either direct arrangements of folk songs or original compositions written in a folk-like style. This is a hallmark of Bartók’s entire oeuvre, but in this collection, it is presented in a simplified, accessible manner for beginners. This exposes students to new scales, modes, and rhythms outside of the standard major and minor key system.

2. Rhythmic Vitality and Unconventional Meter

The pieces often feature vibrant, asymmetrical rhythms that are characteristic of folk dances. Students are introduced to syncopation, unusual rhythmic patterns, and mixed meters. This challenges the student to develop a strong rhythmic sense beyond the simple, uniform meters of much of the standard beginner repertoire.

3. Distinctive Articulation and Touch

Bartók was meticulous about his performance markings. The pieces are filled with specific, detailed notations for articulation, including dots for staccato, lines for tenuto, and slurs. This focus on “touch” and articulation helps students develop a nuanced and dynamic control of the keyboard from an early stage, which is crucial for performing 20th-century music.

4. Harmonic Language

While the pieces are generally simple, they do not shy away from dissonance. Bartók introduces students to bitonality (the use of two different keys simultaneously) and harmonies based on modes and folk scales rather than traditional major-minor tonality. This gently prepares the student’s ear for the more complex and often percussive harmonies found in Bartók’s later works like Mikrokosmos.

5. Pedagogical Progression

The collection is structured with a clear pedagogical progression. The pieces start with simple, homophonic melodies played by a single hand, gradually introducing two-handed playing, and then presenting more complex technical and musical challenges as the collection proceeds. Each piece is a miniature study in a specific technical or musical concept, such as rhythm, balance between hands, or a specific articulation.

Style(s), Movement(s) and Period of Composition

Béla Bartók’s First Term at the Piano (1913/1929) occupies a fascinating and unique position in musical history. Its style can be characterized as a blend of several influences, making it both new and innovative for its time, and a departure from the musical conventions of the past.

A New and Innovative Style

The music of First Term at the Piano is fundamentally modern. It was written at a time when composers were moving away from the lush, expansive sound of Late Romanticism and the ethereal harmonies of Impressionism. Bartók, along with contemporaries like Stravinsky and Schoenberg, was at the forefront of this new musical direction. The pieces are a deliberate effort to create a new kind of pedagogical literature that wasn’t tied to the “wooden-puppet” quality of traditional beginner pieces.

Key Stylistic Elements

Folklorism / Nationalism: The most defining characteristic is its grounding in Hungarian and Eastern European folk music. Bartók was a pioneer of ethnomusicology, and his intensive study of authentic peasant melodies and rhythms deeply informed his compositional style. This is a form of musical nationalism, but unlike the 19th-century Romantic nationalism of composers like Liszt, Bartók’s approach was more scientific and academic, incorporating the raw, unpolished, and often asymmetrical qualities of the folk material. This makes the music feel earthy and “primitive.”

Modernism / Avant-Garde: The harmonies and rhythms in the collection were very “new” for the time. Bartók introduces concepts like bitonality (the use of two different keys simultaneously) and harmonies based on modes and pentatonic scales—concepts that were at the forefront of 20th-century musical thought. While these ideas are presented in a simple form for beginners, they are still a radical departure from the traditional major-minor system. This puts the collection squarely in the realm of modernism. The pieces also explore polymodality and dissonance, challenging the ears of both students and listeners accustomed to traditional harmonies.

Polyphony and Monophony: The collection includes pieces that are both monophonic (a single melodic line) and polyphonic (multiple independent melodic lines). “Dialogue I” and “Dialogue II,” for example, are simple polyphonic exercises, preparing students for more complex counterpoint. However, many pieces are primarily homophonic, featuring a folk-like melody in one hand with a simple, often repetitive, accompaniment in the other.

Percussive Use of the Piano: While not as extreme as in his later works (like the Piano Concerto No. 1), Bartók begins to treat the piano not just as a melodic instrument but as a percussive one. The use of repetitive notes, syncopated rhythms, and strong accents brings a rhythmic drive and a sense of “hammering” to the music, a feature that would become a hallmark of his mature style.

In conclusion, First Term at the Piano is not easily categorized under a single historical style. It is a work of modernism, but one that is rooted in nationalism and the authentic folk traditions of Hungary. It is both innovative in its pedagogical approach and a clear precursor to the more complex and highly original music of Bartók’s mature career, such as Mikrokosmos. It is a testament to Bartók’s belief that even music for beginners could have a “living soul” and a “thinking brain.”

Analysis, Tutorial, Interpretation & Important Points to Play

To play Béla Bartók’s First Term at the Piano effectively, a performer and teacher must move beyond a traditional approach. The collection’s value lies in its unique pedagogical framework, which prepares students for modern musical language. Here’s a general overview of the important points for performance and analysis.

1. Analysis and Interpretation

Rhythmic Nuance: Don’t treat the rhythms as purely mechanical. Many of the pieces are based on folk dances and songs, which have a natural, speech-like rhythm. Pay close attention to the accents (>), staccatos (.), and tenutos (-). These markings are crucial for giving the music its character and life, distinguishing it from a simple exercise.

Aural Acuity: Bartók’s pieces are not always in traditional major or minor keys. He uses modes (like Dorian, Mixolydian, and Phrygian) and pentatonic scales. Students should be encouraged to listen carefully to the tonal centers and the unique sonorities created by these scales. A good practice is for students to sing the melodies before they play them. This trains the ear and helps them understand the non-traditional melodic contours.

Balance of Hands: Bartók often gives both hands important melodic material. In pieces like “Dialogue,” the hands engage in a kind of musical conversation. The performer must be mindful of the balance between the hands, ensuring that the melody is not buried by the accompaniment. This requires a sensitive and controlled touch from each hand.

2. Important Points for Piano Technique

Finger Independence and Strength: The pieces, especially the later ones, require a high degree of finger independence. Bartók’s fingerings, which are often provided in the score, are very specific and designed to achieve a certain sound or to reinforce a specific technical idea. It’s important to adhere to these fingerings as a guide.

Touch and Articulation: The use of different touches is paramount. The music is not just legato or staccato; it demands a variety of articulations. Practice each articulation—staccato, tenuto, and legato—in isolation before combining them. This builds a versatile and dynamic touch. The piano should be treated at times as a percussive instrument, particularly in the dance-like pieces, but this should be done with a controlled, “hammer-like” touch, not a harsh one.

Relaxation: Despite the rhythmic energy and percussive demands, a relaxed hand and arm are essential. Tension will hinder the ability to produce the various touches and will make the music sound stiff.

3. Tutorial and Pedagogical Approach

Start with Singing: As mentioned, a great way to begin a new piece is to have the student sing the melody first. This helps them internalize the rhythmic and melodic shape before they even touch the piano.

Analyze the Structure: Before playing, the student should identify the form of the piece. Is it a folk song? A dance? A dialogue? Understanding the context and structure helps with interpretation and memorization. Look for repeating phrases, call-and-response patterns, and rhythmic motifs.

Gradual Introduction of Concepts: The collection is a progressive sequence. Teachers should use the pieces to gradually introduce new concepts, such as two-handed playing, different modes, syncopation, and specific articulation marks. It’s a stepping stone to more advanced works, including Bartók’s own Mikrokosmos.

Embrace the “New” Sound: The most important point is to encourage students to enjoy the unique and sometimes “strange” sounds of the music. Bartók’s music is not just a technical exercise; it’s an entry point into the vibrant and challenging world of 20th-century music. Teachers should help students appreciate the rhythmic vitality and colorful harmonies, rather than seeing them as a deviation from the norm.

History

First Term at the Piano has a history rooted in Bartók’s early efforts in musical pedagogy. The collection was not initially conceived as a stand-alone work but rather as part of a larger project to create a new kind of piano method for beginners.

In 1913, Béla Bartók collaborated with his colleague, the pianist and teacher Sándor Reschofsky, to write a comprehensive piano method called Zongoraiskola (“Piano School”). This method was commissioned by the publisher Rózsavölgyi & Co. Within this larger method, Bartók contributed 48 short performance pieces designed to accompany Reschofsky’s exercises. Bartók’s goal was to create pieces that, even at a simple level, had “flesh and blood, a living soul and a thinking brain,” moving away from what he saw as the stale and mechanical nature of much of the existing beginner repertoire.

This collaboration was an important step in Bartók’s pedagogical journey, prefiguring his later, more famous work, Mikrokosmos. It allowed him to explore his ideas on teaching piano, which were deeply influenced by his research into Eastern European folk music.

Years later, in 1929, Bartók decided to select a portion of these earlier pieces for independent publication. He chose 18 of the original 48 pieces, arranging them into the collection we know today as First Term at the Piano (Sz. 53, BB 66). This revised selection was a way for Bartók to bring his unique musical approach to a wider audience, presenting a concise and progressive introduction to his style for beginning pianists. The pieces were published by the Hungarian firm Rózsavölgyi and later by other publishers like Schott and Boosey & Hawkes.

Similar Compositions / Suits / Collections

Béla Bartók’s First Term at the Piano stands out for its blend of pedagogy, modernism, and folk music. While it is a unique collection, there are several other works—some earlier, some contemporary, and some later—that share similar goals or musical characteristics.

Bartók’s Other Pedagogical Works
The most obvious and direct comparison is to Bartók’s other works for piano students.

For Children (1908-1909): This is a two-volume collection of 79 pieces based on Hungarian and Slovakian folk songs. It is slightly more advanced than First Term at the Piano and is a fantastic next step for students. The pieces are charming and lyrical, and they delve deeper into the rhythmic and modal nuances of Eastern European folk music.

Mikrokosmos (1926-1939): This is Bartók’s monumental, six-volume progressive encyclopedia of piano music, taking a student from the very beginning to professional-level mastery. First Term at the Piano can be seen as a mini-Mikrokosmos, introducing the same concepts of folk music, bitonality, and specific articulations, but in a much more concise and accessible format.

Other 20th-Century Composers

Many other 20th-century composers also wrote pedagogical works that broke with 19th-century traditions.

Dmitry Kabalevsky (1904-1987): His collections, such as 30 Pieces for Children, Op. 27 and 24 Pieces for Children, Op. 39, are very popular. Like Bartók, Kabalevsky writes with a clear, engaging, and often programmatic style. His music is melodically and rhythmically distinct and is a great way to introduce students to a more modern, yet still tonal, sound.

Sergei Prokofiev (1891-1953): While not a pedagogical series, his Music for Children, Op. 65, is a collection of twelve character pieces that are rhythmically dynamic and harmonically adventurous. They are excellent for students transitioning to an intermediate level and share Bartók’s percussive and modern sensibility.

Other Nationalistic Pedagogical Works

Composers from various countries used their own folk music to create unique pedagogical works.

Zoltán Kodály (1882-1967): As Bartók’s close friend and collaborator in folk music research, Kodály’s works are a natural comparison. While he is more known for his vocal-based methods, his piano music, like his 7 Piano Pieces, Op. 11, also draws on folk influences with a distinctive Hungarian flavor.

Aram Khachaturian (1903-1978): His collection Adventures of Ivan is an excellent set of pieces for developing character and rhythmic precision. They are stylistically distinct, with a clear Armenian folk influence and a vibrant, sometimes driving rhythmic quality similar to Bartók.

Classical & Romantic Collections with a Progressive/Character-Based Approach

While stylistically different, these older collections share a similar educational philosophy.

Robert Schumann’s Album for the Young, Op. 68: This is one of the most famous collections of pedagogical character pieces. Each piece has a title and a distinct mood, helping students develop musicality and interpretation. While harmonically rooted in Romanticism, it shares Bartók’s goal of teaching more than just technique.

Friedrich Burgmüller’s 25 Easy and Progressive Studies, Op. 100: A staple of piano pedagogy, these studies are beloved for their musicality and programmatic titles. Each piece focuses on a specific technical challenge (e.g., legato, staccato, arpeggios) while maintaining a charming, lyrical style.

(This article was generated by Gemini. And it’s just a reference document for discovering music you don’t know yet.)

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Béla Bartók: First Term at the Piano, Sz. 53, Apfel Café Music ACM106

Overview – English

Béla Bartók’s First Term at the Piano is a collection of short pieces designed to be a pedagogical tool for beginning pianists. Rather than a standalone album of his own, the pieces were originally composed for a piano method book he co-edited with Sándor Reschofsky in 1913. The collection, often published separately, contains 18 pieces that gradually increase in technical and musical difficulty.

The work is a testament to Bartók’s dual role as a master composer and an influential music educator. He sought to create a “living soul” in beginner piano literature, moving away from what was considered “wooden-puppet” music of the time. The pieces are praised for their musicality, melodic appeal, and ability to introduce students to modern sounds and concepts without being overwhelming.

A key feature of First Term at the Piano is its blend of original compositions and arrangements of folk songs, particularly Hungarian ones. This reflects Bartók’s deep interest in ethnomusicology and his belief in using authentic folk melodies to educate and inspire. The pieces are designed to build fundamental skills, with a focus on developing a good sense of rhythm, articulation, and musicality. They are structured to introduce a variety of technical challenges and musical ideas in a progressive manner, helping students to develop a strong foundation for playing later, more complex works by Bartók and other composers. The collection serves as an excellent introduction to Bartók’s distinctive musical language, making it a valuable resource for piano students and teachers alike.

Magyar – Áttekintés

Bartók Béla Első zongoratanulmányok című műve kezdő zongoristák számára készült pedagógiai segédeszközként szolgáló rövid darabok gyűjteménye. A darabok nem önálló albumot alkotnak, hanem eredetileg egy zongoratanulási módszertanhoz készültek, amelyet Bartók 1913-ban Reschofsky Sándorral közösen szerkesztett. A gyűjtemény, amelyet gyakran külön is kiadnak, 18 darabot tartalmaz, amelyek technikai és zenei nehézségi fokozata fokozatosan növekszik.

A mű Bartók kettős szerepét, mint zeneszerző és befolyásos zenepedagógus, bizonyítja. Arra törekedett, hogy „élő lelket” teremtsen a kezdő zongoristák számára írt irodalomban, eltávolodva a korabeli „fából faragott báb” zenéjétől. A darabokat zeneiségük, dallamosságuk és az a képességük miatt dicsérik, hogy a tanulókat modern hangzásokkal és koncepciókkal ismertetik meg anélkül, hogy túlterhelnék őket.

A First Term at the Piano egyik legfontosabb jellemzője az eredeti kompozíciók és népdalok, különösen magyar népdalok átiratainak keveréke. Ez tükrözi Bartók mély érdeklődését az etnomuzikológia iránt és hitét az autentikus népdalok oktatási és inspiráló erejében. A darabok alapvető készségek elsajátítására szolgálnak, különös tekintettel a jó ritmusérzék, az artikuláció és a zeneiség fejlesztésére. Felépítésük úgy van kialakítva, hogy fokozatosan vezessenek be különböző technikai kihívásokat és zenei ötleteket, segítve a tanulókat abban, hogy szilárd alapot szerezzenek Bartók és más zeneszerzők későbbi, összetettebb műveinek eljátszásához. A gyűjtemény kiváló bevezetés Bartók jellegzetes zenei nyelvébe, így értékes forrás mind a zongoratanulók, mind a tanárok számára.

Information – Français

En 1913, le compositeur hongrois Béla Bartók compose Première année au piano (For Children), un recueil de pièces pour débutants basé sur des airs folkloriques hongrois et slovaques. Bartók, qui était également pianiste et ethnomusicologue, a créé ces pièces dans l’intention de fournir un matériel pédagogique qui soit à la fois intéressant sur le plan musical et techniquement abordable pour les jeunes étudiants.

Le recueil est divisé en deux volumes, chacun contenant 42 pièces. Les mélodies sont courtes, simples et capturent l’essence du folklore d’Europe centrale. Elles sont conçues pour explorer une variété de techniques et de concepts musicaux de base, comme l’indépendance des mains, l’articulation, le phrasé et la dynamique. Bartók a également veillé à ce que les pièces progressent de manière logique en termes de difficulté, permettant aux étudiants de développer leurs compétences de façon graduelle et soutenue.

Première année au piano est une œuvre qui témoigne de l’approche novatrice de Bartók en matière d’éducation musicale. Plutôt que de s’appuyer sur les exercices traditionnels, il a créé un recueil qui lie la musique au patrimoine culturel et qui encourage la musicalité et la créativité dès le plus jeune âge. Ces pièces sont aujourd’hui un pilier du répertoire pédagogique pour piano et sont appréciées par les enseignants et les élèves du monde entier.

Überblick – Deutsch

Das Klavierstück Erster Unterricht am Klavier (auch bekannt als Zongora ABC) von Béla Bartók ist eine Sammlung von 18 kurzen Stücken für Anfänger, die er 1913 veröffentlichte. Als Teil einer größeren Klavierschule, die er mitherausgab, schuf Bartók diese Stücke, um jungen Schülern ein pädagogisch wertvolles, aber zugleich musikalisch ansprechendes Repertoire zu bieten.

Bartóks Ansatz war damals bahnbrechend. Anstatt sich auf trockene, traditionelle Übungen zu stützen, verwendete er authentische ungarische und slowakische Volksmelodien als Grundlage seiner Kompositionen. Er wollte, dass die Schüler schon früh die einfache, aber reiche Schönheit der Volksmusik kennenlernen, deren Sammlung und Transkription er viele Jahre gewidmet hatte. Die Stücke zeichnen sich durch klare Melodien, transparente Harmonien und einen Fokus auf grundlegende Techniken wie die Unabhängigkeit der Hände, Artikulation und Phrasierung aus.

Die Sammlung steigert sich allmählich im Schwierigkeitsgrad, was den Schülern eine logische Entwicklung ihrer Fähigkeiten ermöglicht. Sie dient nicht nur als hervorragende Einführung in die Klaviertechnik, sondern auch in Bartóks einzigartige musikalische Sprache, die tief in der Volksmusik verwurzelt war. Die Stücke aus Erster Unterricht am Klavier sind bis heute ein fester Bestandteil des musikpädagogischen Repertoires und werden von Lehrern und Schülern weltweit für ihre künstlerische Qualität und ihre Wirksamkeit geschätzt.

Liste des titres / Tracklist / Titelliste:

1 Step One
2 Walking
3 Little Invention
4 Conversation I
5 Conversation II
6 Conversation III
7 In Steps Together
8 Long and Short
9 Brief Conversation
10 Folk Melody
11 Imitation
12 Country Song
13 Follow Me
14 Simple Sentences
15 Bedtime (Folksong)
16 Menuetto
17 I Danced with a Pig
18 Are You Near?
19 Smooth Syncopations
20 I Vow to Tree
21 Farmer in the Dell
22 Vigorous Dance
23 Waltz

Cover Art: “Little Walter’s Toys / Walterchens Spielsachen” (1912) by August Macke


Enjoy the silence…

from Apfel Café Music, ACM106

released 15 Augst, 2025

© 2025 Apfel Café Music
℗ 2025 Apfel Café Music