Hello!
Today, we'll be coming at you with the aural flex.
Brett will be challenging me with three different grades of…
Is it three?
One, three… four different grades.
Woo!
All right.
- And I'm gonna have to see if I can nail them all… - Yes.
with my perfect pitch.
This is more of like a test for my piano playing.
But let's see how it goes, guys.
So, grade 1!
Oh wait.
What?!
- Let's try again. - 4/4, or is it 2/4?
It can only be 2 or 3 time.
Oh, 2 or 3? Okay, it’s 2… 2.
- Well, that was easy. - Yeah.
We’ll make it harder. No repeat.
Ooh…
2.
Nah, it’s 3.
No, it’s not.
Bro.
Oops.
3.
- Yup. - Yeah.
All right, next one.
Wait.
Is it bad that…
listening to English is harder for me?
‘Cause I was like “Wait, what did…”
- Yeah, let me just read it and tell you what to do, hey. - Can you say that again?
- They make it so complicated. It’s just… - Yeah.
Eddy: My brain couldn't comprehend it.
-That's what it should be. - Yeah.
*Windows shutting down*
“The candidates will be required to recognise
and tap or describe the change.”
“The pulse will be indicated first.”
“The examiner will be prepared to play both versions of the phrase
a second time if necessary.”
Yeah.
I'm nervous.
Dude, that's hard for grade 1, no?
- Yeah, it sounds pretty complicated! - That sounds pretty complicated!
All right, let's go!
Brett: Oh, I need... I’ll play it twice.
- Okay. - Oh, you already got it.
But then what's the second one?
- Bro, you messed up the rhythm! - I know.
I'm sorry.
- The C sharp went from two beats to one beat. - Yes, nice!
That's not easy for grade 1.
Yeah, it’s not!
Are kids supercharged now or something?
I guess so, right?
All the Ling Ling prodigies.
Dude, that’s hard for grade 1.
Okay, so the dotted crotchet D...
and the quaver C sharp…
- became two crotchets. - Yes!
Nice!
- But that's not easy! - That’s not easy. I know!
- Yeah. - It's so subtle.
All right, should we just keep going?
Yeah, let's go.
Did I pass grade 1?
- Yes. - Did I ace it?
Yes, 100%.
Ooh, the…
Grade 3!
Oh okay. Okay. There'll be 2.
- All right. - You just guess if it’s in 2 or in 3 time. That’s it.
- Oh, same thing. - Or 4 time. 2, 3, or 4 time.
- Oh! Okay, you better pulse the 2 and the 4 differently. - Yes, I will.
Yeah. Yeah. Okay!
Let's go!
Please do the accents properly.
Hey, nice playing!
That was really nice.
You didn't really accent.
Are there meant to be accents?
No, no, there’s no accents.
Oh, there's no accents.
Then it would just be like…
But I felt 4.
Yeah, but it's 2/2.
Oh, it’s 2/2?
2 and 4, it depends on how it's played.
I think usually the examiner accents the first downbeat a bit more.
Yeah, then that's 2.
- Yeah. - Yeah.
All right.
Whatever.
All right, cool.
Cool.
What is that!?
Can you do it again and just accent downbeats?
2.
- Yeah. - Yeah.
One more?
Sure.
It’s gonna be 3.
All right, you got it right!
Ha ha ha ha!
Four-bar phrase.
- Oh, it might be a melodic change this time. - Yeah.
Okay.
Okay, that's it.
All right.
Yeah, it went from…
to…
- Yes. Yes. - Where the dotted rhythm is switched.
Yeah.
Cool.
All right!
Grade 5!
Okay, we get the gist of it.
Ooh, you gotta sing this by memory!
Twice. Second time.
Did you change it?
Nah.
I changed my fingering.
- Bro, that rhythm was a bit dodg... sus. - I’ll do it again.
Are you sure you didn't change it?
Nah.
- Are you accenting the downbeat properly? - Oh, do I have to tell you there's an upbeat?
No. Well yeah, that's the thing!
You're playing the upbeat as a downbeat!
- You can’t accent the upbeat! - Oh, I'm doing like...
You’re going…
You can’t do that.
Yeah…
Yeah... there you go.
Bro, you can’t play an upbeat like a downbeat.
- You gotta phrase it. - All right, I’ll give you another one.
Nice.
- Yes. - Noice.
- Easy! - All right!
Grade 8!
WOO!!
Are you able to play it?
Nah.
Let me just figure it out.
The music's falling down.
- Oh no! - Dammit, air con!
That’s tricky.
Brett: I did play a wrong note though.
Did I sing what you played at least?
You did.
All right nice!
I think Horowitz would be very proud of you.
- Ashkenazy as well. - Ashkenazy, this is for you.
Ooh…
Yeah…
♪ Mi, la, mi, do, si, la, sol, mi, si! ♪
- Yup. - Yes!
NOICE!!
Guys,
sometimes geniuses are just born, not created.
Oonga boonga.
All right!
♪ I... ♪
♪ wiLL aLwAyS… ♪
practice 40 hours a day.
- Oh, I need to practice my Sibelius! - OHH…!
You have to look at the score actually.
And then?
And then you sing.
All right, we're going with… this one.
- The bottom one. The Purcell. - Yeah.
D minor.
♪ Fa, re, te, la… ♪
All right.
1, 2, 3.
Too easy.
Last one!
Okay!
…if it's a dominant, subdominant, or relative major/minor.
Ooh, this is hard!
Ooh la loo!
Oonga boonga!
How is your oonga boonga today?
I am feeling very oonga boonga. Thank you very much.
The art of the oonga boonga.
OoNgA bOoNGa.
Okay, okay.
Oh my god.
All right. I already know it’s… dominant.
Yeah, you're right.
You modulated into disaster!
That's what the modulation was.
Dude, piano is hard!
Ooh…
All right, guys.
Guess which pianist I am.
Welcome to another episode!
Goodbye.
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