Issues : Annotations in FED

b. 29

composition: Op. 25 No 3, Etude in F major

No marking in GC (→GE)

in FE & EE

Our variant suggestion

..

Chopin's intention in relation to  at the beginning of the bar is unclear. It is both in FE and EE, yet in GC one can see deletion of this sign, hence it is absent in GE. It suggests Chopin's intention to withdraw from this indication. However, in FED, bearing traces of development of the Etude with Chopin,  is written in pencil for the second time (apart from the printed sign), which has to be interpreted as confirmation of its validity. Therefore, it is possible that Chopin hesitated whether to indicate the absolute dynamics level in this place. It cannot be excluded that the correction in GC is unfinished –  was written there only under the 2nd quaver and Chopin could have simply wanted to move it to the beginning of the bar, yet due to distraction he did not write the sign in the new place. This kind of finished shift can be seen in bar 43, in which  written by the copyist under the 2nd quaver was deleted by Chopin and added at the beginning of the bar.

category imprint: Differences between sources; Corrections & alterations

issues: Annotations in teaching copies , Annotations in FED , Authentic corrections in GC

b. 69

composition: Op. 25 No 3, Etude in F major

Fingering written in FED, contextual interpretation

Fingering written in FED, different interpretation

No teaching fingering

Our suggestion

..

Authenticity of the fingering written in FED, in spite of the fact that only a few first numerals reveal Chopin's handwriting, does not raise any doubts. However, the problem is constituted by the interpretation of its initial fragment – the e2 note seems to be provided with two different numerals, '1' over and '2' under. According to us, the upper numeral does not refer to this note, yet it is a part of the '31' fingering for the trill (3rd finger on g2, 1st on f2), which is detailed by the added bottom numerals, probably later. 

category imprint: Interpretations within context; Differences between sources

issues: Annotations in teaching copies , Annotations in FED