Oh wait, this is important!

As I am about to leave the house my momma has one last thing to tell me.

Oh wait, this is important!

As my class prepares to leave for the day I will often have one more thing to tell them.

Oh wait, this is important!

In a concert the most obvious "Oh wait, this is important" moment might be the encore played by the performers as their last musical statement to the audience.

In a piece of music, be it "loud and proud" or "soft and subtle," the "Oh wait, this is important" moment might be the last few measures leading up to the final cadence.

And then there's that held-breath moment as that last resounding tone seemingly lingers in the air.

[Have you every listened to a piece of recorded music for this "Oh wait, this is important" moment? Next time listen carefully. It is there. Precious milliseconds of "air time" is all it takes, but you will hear it.]

That held-breath moment just after the conductor cuts the ensemble off or musicians cease to play.

It is ever so brief, yet to the audience members "Oh wait, this is important!"

Be still and enjoy the "Oh wait, this is important" moment when you attend your next concert.

Don't be so eager to gather up your belongings, put on your coat, or merely start shuffling your feet or shifting in your seat.

Let your ears listen attentively for that "Oh wait, this is important" moment.

Let your eyes be watchful to see the impact the "Oh wait, this is important" moment has on the performers and on the other audience members.

In other words, wait for it.

Wait for the "Oh wait, this is important" moment.

Musical Rorschach Tests

Music is like a Rorschach test. We all hear what we want to hear.

I recall a listening experience in high school music history.

(Yes, my HS actually offered a semester course in music history. It was a great jump start for college.)

My teacher played a piece of music and asked us to write a description of what the music was saying.

My own response was NOTHING like the composer intended.

I wasn't alone.

I remember there being as many descriptions of the music as there were students in the class.

Kind of like how the ink blot cards of a Rorschach test have different appearances and garner varied responses to each image - as varied as the viewers themselves.

Just as this test has often proven to be difficult for researchers in the field of psychology to study the test and its results in any systematic manner, and the use of multiple kinds of scoring systems for the responses given to each inkblot has led to some confusion.

So too is the struggle with teaching listening in music class.

~*~*~

Until recently I'd never really thought about music listening experiences in this way.

Too often we tell the students what they are going to hear, but really that in itself does not teach independent listening skills.

Too often we tell students what they are hearing WHILE they are hearing it.

[Egads! How can they listen if someone is talking through the music??? This is a futile attempt, at best, to guide listening experiences, in my opinion.]

~*~*~

How then can you teach an emotion or an image in music?

One of the first things that comes to mind is by actively engaging students in the listening experience.

Active engagement means giving the students something to do whilst the listening experience takes place.

I have found that students respond best when this is guided engagement. As they become more experienced their responses do not need as much guidance as perimeters within which they engage.

This one thing elevates the listening experience far above the passive music listening experience where students are either just sitting and listening or, worse yet, the music is merely background music.

~*~*~

It's difficult, as teachers, to let go and let students explore and find things within the music that draws them.

Engage the students in the listening and let them LISTEN!

Like responses to the inkblot cards of the Rorschach test, responses to the music will be varied.

And it's OK if students don't see it as you do.

Winning The Lottery

Setting one's sights on a career in music is not much different from expecting to win the lottery.

~ The Chronicle of Higher Education, 9/15/2000

~*~*~

This quote from 15 years ago could infuriate many a musician and music educator.

On the surface, it would.

But when those same people thought about it, it's pretty accurate.

However, it is not impossible.

I'm happy to be one of the many exceptions to this statement.

I have supported myself comfortably with a career in music. 

I tell students that my job is like that of the professional athlete. 

I get paid to do my hobby. 

Can't get much better than that!

~*~*~

Now...if I actually won the lottery.

$$$$$ 

A whole LOT of money. 

$$$$$

What would I do?

After taking care of my family and my church, here's a couple obvious things I'd do: 

• Get season subscriptions to all local arts organizations
• Travel to attend music/arts-related events

Then, to occupy my days, I would open a music studio that offered free music lessons for all students.

I believe every child should be given the opportunity to learn music. To experiment. To have musical experiences.

Now, when I've mentioned this to other music teachers they jumped on me because, since my lessons would be free to students, I would/could be taking students from other teachers.

I hastened to tell them that I never said my music teachers would be teaching for free.

Students get free lessons.                            

Teachers who teach at my studio would get paid.

It would be a win-win situation.

~*~*~

Sounds great, right?!?

Unfortunately, I've heard one has to play the lottery to win the lottery.

That may leave me out, but still this is my musical dream. :)