At 10:11 AM 2/9/2008, you wrote: >Hi Israel, > The reason for mentioning the spring and slot, is that > it is one of those items, Out of sight, out of mind. A loose centre pin > is always obvious. I know from my own experience, that doing various > circles of regulation can be very frustrating, when you are not getting > the desired result. (Good stable hammer line to name one.) The tip of > the spring and slot, is the most common cause. > >To my way of thinking, checking/polishing/lubricating, the spring is just >one of the steps to performance regulation. Every bit as important as >opening or closing the coil. > >The lubricant I use is MPL-1 use just enough to coat the spring, IN sever >cases then the wippens have to be removed and the slots polished out with >a sharpened hammer shank.. >I then burnish the slot with a hammer shank and MPL-1 grease. There will >be no excess grease in the slot, just a film. I don't like Graphite in >any form, due to it's Hygroscopic nature. > >Regards Roger > > > >Yes, cleaning those spring slots is another issue. On some older Steinways >I found that cleaning that slot and getting the gunk off the spring is all >it took to get the spring tension close to where it needed to be. >Regulating with all that goop in there just makes no sense at all. > >>But this brings me to another one of those problems that I have with how >>regulation is presented conceptually - and this is not meant to >>criticize anything you wrote or said, Roger, but your post is just a >>convenient starting point for some thinking out loud... >> >>The way I see it, cleaning spring slots, and tightening screws, and >>lubricating the jacks and the knuckles, and correcting action center >>friction, and easing keys and similar stuff is something that one would >>do before one actually begins regulating an action. I see all this more >>as "cleaning-repair" than" than "regulating". Which may be a matter of >>semantics more than anything else - but sometimes semantics can make all >>the difference in the world when trying to teach a craft. Maybe lumping >>several procedures that are fundamentally different in nature and require >>different approaches and different mindsets under the rubric "Regulation" >>is a cause of confusion for students. >> >>It seems to me that conceptualizing "Regulation" as a unitary process is >>a major obstacle to students' understanding clearly what is going on and >>what it is that they are trying to accomplish at a given stage of >>regulation. After all, when we teach tuning we divide the process into >>several components - temperament, octaves, unisons - and develop skills >>within each and then put it all together. But with regulation we do the >>exact opposite - we teach the whole damned process as a unit and then >>leave it up to the student to extract the underlying concepts. Some >>teachers try to get into those concepts along the way - but then the >>students often end up with information overload and come out with some >>preposterous misunderstandings. Perhaps it's time to rethink how we >>conceptualize "Regulation" - present it as several distinct stages and >>develop a thorough understanding of what goes on within each before >>putting it all together - rather than throwing it all at the students at >>once as "X steps" and expecting them to make sense of it. And I - and >>some others I know - have actually been working on schemes of how to do >>just that - and trying them out in lass settings... >> >>Best regards... >> >>Israel Stein >> -------------- next part -------------- An HTML attachment was scrubbed... URL: https://www.moypiano.com/ptg/pianotech.php/attachments/20080209/b9943f49/attachment.html
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