Mindful of the persistent student perception that their grades simply depend on who reads their work, I tried an experiment. I took one of my pieces and, acting as if a student wrote it, asked a colleague what she thought of it (sharing student work is not an uncommon practice—we frequently share pieces for help with difficult grading calls). My experiment failed inside of a minute—she turned to me and said with firm conviction, “YOU wrote this.” I admitted the ploy, and asked how she knew so quickly. “I was halfway through the first sentence,” she replied, “when I thought ‘I KNOW this voice!’”
I should have known. A former girlfriend, Jean, once read me a passage she wanted to share. “Nice!” I noted. “Do you know who it is?” she asked (Jean was fanatically competitive and given to provocation). “No,” I answered, “but it sounds like Joyce.” “It is Joyce,” she confessed.
In college, I used to look for my fellow music major and best friend Gordon, a trombonist, simply by walking around the practice rooms—I knew his sound from the other trombonists. One day in the snack bar, scarfing down my cheeseburger and fries over lively conversation, I suddenly stopped, exclaiming, “That’s Phil Woods!” recognizing the alto saxophone work I admired on Billy Joel’s “Just the Way You Are” playing on the radio, a song new to me that day. Much more recently, a writing colleague and friend called me to excitedly say “Turn on the radio!” I did. He was listening to a classical piece and wanted to purchase the recording. “Do you know what it is?” he asked. “No,” I responded, “but it’s Beethoven.” Then the violin took over. “Oh!” I explained, “It must be the Beethoven Violin Concerto,” a judgment the announcer later confirmed.
In a few seconds, I can tell the difference between Baroque and Classical, Stravinsky and Ravel, even which orchestra and conductor are performing—and so can any other musician. [I’m reminded of a cartoon depicting a smug looking music listener and his agitated wife, saying, “Why can’t you just say ‘Scarlatti,’ instead of ‘Scarlatti, of course!’”] We also talk about “an ear for language,” and why not? I’m in the midst of reviewing a new text for my Intro to Poetry class, and the emphasis there on slight variations in sound, meter, rhythm and their permutations will be enough to send the average undergraduate into utter despair over ever passing the course. [I’ll work on fixing that problem.]
My fellow writing professors understand this about language, but they also notice a difference between us. Looking over my shoulder while I composed a piece on my laptop during a contentious faculty meeting, one colleague noted admiringly, “You’re just so fluent at this stuff.” Another colleague on a previous occasion remarked, “I can see the poetry in your writing.” A bit confused (since I’m primarily an essayist), I shared that with Tim, another colleague and friend, who nodded and said, “You don’t write poems, but you do write poetry.” My department chair, after visiting my class (on my request), had a single comment afterward: “You should be editing MY writing.”
None of this is to my credit—it’s just who I am. My colleagues are excellent writers, but different writers. And I can see the difference they mention too—my friend and colleague Joe and I see writing much the same way, but we also couldn’t be more different. Joe always wanted to be an English professor, and his frame of reference is continually focused on that perspective. Joe is also a musician, but he sees the world in terms of his English background. I NEVER intended to teach writing (not that I’m sorry), pursuing instead a career in music—which led to music business, which led to writing for those businesses, which led to free lancing, which led to offers to teach, which led to teaching at better colleges—and while Joe and I see writing in similar ways, my approach to the world is that of a musician, and it colors my writing.
How, then, does one write as a musician? Well, when I recorded my albums, I designed first the overall idea, the structure—then added other elements quite freely (jazz background kicking in here). In many ways, I could have played anything over the underlying structure, as long as it reflected and either reinforced or developed the overall idea. This is how I write too. The piece needs an overall flow, but it also needs percussive elements arranged in a pattern that both keeps the piece moving forward and adds interest and vitality. This isn’t easy to explain. Jazz musicians call this approach “feel.” We just know it when we hear it. Many music writers have noted sentiments like “Many people note that music is expressive, but when asked to explain what it expresses, fall silent.”
Aaron Copland may have summarized this best in his essay “How We Listen”:
“My own belief is that all music has an expressive power, some more and some less, but that all music must has a certain meaning behind the notes and that that meaning behind the notes constitute, after all, what the piece is saying, what the piece is about. This whole problem can be stated quite simply by asking, “’Is there a meaning to music?’ My answer to that would be, ‘Yes.’ And ‘Can you state in so many words what the meaning is?’ My answer to that would be, ‘No.’ Therein lies the difficulty.”
After all, what does a Bach fugue mean? Or a John Coltrane improvisation? Sure, songs have lyrics, but change the underlying music, and your favorite songs could easily become silly. Imagine ZZ Top in their standard style performing the theme from “Titanic.” Um…could change it a bit. [Could be fun, though: “Word goin’ round….ship goin’ down….by an iceberg round North seas…”]
Improvising over a song structure is not a matter of just going nuts, but rather mining the original piece for essential elements and reconstructing those pieces in multiple, original, creative ways. Classical composers do the same thing—look what Beethoven does in his Fifth Symphony with just a few notes. How does a musician learn to play like this on demand, live? Practice. Lots and lots and lots and lots of it. For me, writing is the same. All that reading? All that studying? All those drafts? These become tools and material ready to use to develop a motive on the page.
How does this translate to writing? First, I choose a direction. Sometimes, as in an argument, I can state that purpose explicitly, others, it’s just a feeling, as in a piece of music, and only implicit. From that starting point, I choose the major “events” that will happen along the way, looking for a good flow of ideas toward a meaningful climax and satisfactory denouement—whether I can explain it literally or not. And I remember that no musician grows without taking chances, exploring new territory, going out on a limb…(substitute your favorite cliché here—see the point?).
For a good musical example of how I see writing, download Pat Metheny’s “Last Train Home” [or buy this excellent album—“Still Life (Talking)”]. It starts quietly. The drummer is pushing a very quick regular “train” background consistently through what comes off as a slow, easy song. Listen and you’ll see what I mean about this song and writing.
Then it builds in the middle, adding (what else?!)—voices.
Showing posts with label music. Show all posts
Showing posts with label music. Show all posts
Friday, October 12, 2007
Wednesday, September 12, 2007
Why I Hate Sports
I didn’t have an older brother, and my dad was working while going to night school, so I never really learned how to play catch or whatever else young boys supposedly learn about sports. Consequently, when I entered school, my male classmates did the only thing sensible to another child—they ridiculed me, making sure I’d be alienated.
Gym class was worse. First, I had to change in front of other boys, then spend an hour wearing shorts. They made fun of my knees (nothing wrong with them, but I didn’t know that). The “class” consisted of little more than playing Dodge Ball, or, more properly named, Slam Anyone You Can as Hard as You Can, and the more timid the target, the better. Gee—I didn’t prosper (someone should adjust the rules to allow points for the force of the tag). Sometimes we had to climb ropes—no instruction, just a drill sergeant gym teacher screaming while students helplessly swing. Other times, we practiced on spring boards or on the horse—the purpose still escapes me.
In fifth grade, when my dad was transferred, I got to enjoy going to a new school where no one knew me. What fun. Talk about bully target! I was regularly attacked on the mile long walk home by either Claus or Robelard. I spent a lot of time on my back while someone sat on me. Even my friend Mike seemed to enjoy this pastime. I didn’t. I DID learn a lot about squirming, but I wanted as much distance from these tormentors as possible.
Looking for something more fun, I pestered my parents for a bike. Our old home had been far out in the country on a highway, but now we lived in a suburb! My parents relented—although my mother wouldn’t let my sisters or me ride in the street until we could prove we had enough control to ride around the yard without wavering handlebars. What a fascist.
I rode everywhere—for hours and hours. I rode to Mike’s house. I rode to explore the surrounding countryside. I rode across town to the village library—I loved to read. A few years later, after pestering my parents again for private music lessons (which I later learned were secretly subsidized by my grandmother), I rode to the next town for music lessons. When my Boy Scout troop proposed a 50 mile bicycle trip, my fellow scout Terry and I practiced by taking several such trips (or at least as close to them as our understanding of the maps allowed).
My parents loved to camp. Every vacation, and several weekends, we headed for forest campgrounds, where I learned to climb trees—sometimes climbing 60-80 feet (I fell once, hitting several branches on the way down—getting the wind knocked out of you is wicked awesome scary, especially when you don’t understand what’s happening). “Why don’t you shinny up the trees?” asked the fascist, noticing my choice of trees with low hanging limbs. Well! I wasn’t going to let HER win! I practiced and practiced on my many long walks on forest trails, and in time, I could climb any tree strong enough to support my weight—and quickly, too. Take that, Mom!
I took another look at that gym rope. It DID look like fun, just not with the drill sergeant “helping.” I snuck into the gym from time to time to practice—no spotter. Before long, I could reach the top! The next time we did this in class, my gym teacher just looked at me in disbelief. [OK, I misplaced the fascist label.]
Sixth grade featured the class going outside from time to time to play softball. I, of course, was always chosen last, and stuck far in the outfield, I was mainly bored. One day, a batter hit a foul far to the right of first base. Well, someone had to retrieve the ball, so I headed over and caught it. My team mates went wild, rushed over, and carried me back to school—I had just, unwittingly, won us the game. A few months later, when Robelard was terrorizing me over recess, suddenly he was pulled off me—a dozen of my classmates, who had watched this all year, decided enough was enough, sharing their insights with Robelard. The bullying stopped.
In Junior High School (another new school), I briefly flirted with joining the wrestling team. One of my favorite teachers, Mr. Neufang, was the coach, our school excelled in wrestling, I liked what little I had learned about it in Gym, and I also learned something about the sport—when a new bully targeted me, the new kid who couldn’t throw an effective punch, I rushed in close and pinned the stunned attacker to the ground. A nice change—but ill fated. The school nurse/doctor had to approve us before we could join a sports term, and thus, they discovered I had a heart murmur. Before I could continue, I would need to see my own doctor and get written permission. Scared the hell out of me.
My family doctor, a wonderful man who let kids feed lollypops to his very fat dog, was not concerned. My heart murmur was congenital, not a news bulletin—and, as he explained, could very well heal (it did). “You’re not going to have a career in professional football,” he jokingly explained, “Or run up mountains” (he was wrong about that one), “But you’re fine, and there’s no reason you shouldn’t join the wrestling team.” Weeks had passed, however, and I was frustrated. “I’ve decided not to make the commitment,” I explained to him as I quit the team. “OK,” he accepted, “But you do know that you’ll have to make a commitment to whatever you decide to pursue?”
I nodded. I don’t know if he believed me, but I did understand (hey, how many people remember the name of their seventh grade teacher?). Another favorite teacher in eighth grade, Mr. Wiltze, coached the track team, and I considered it, but I had just had enough.
I still rode my bike everywhere. I rode to the next town just to have an awkward conversation with Lisa, who I thought of as my girlfriend. I met the Woodruff twins on my travels, two very gregarious boys who welcomed me into their almost non-stop basketball game—and given their popularity, other participants just learned to live with my poor skills.
High School changed things. I decided I wanted to be a professional musician, I needed lessons from professional symphony musicians, and my parents (thanks, Grandma!) eventually acquiesced. “I’d like to do this piece for NYSSMA (a state music competition),” I told my teacher, indicating the Mozart flute concerto in D. “Well, to do that,” my teacher explained, trying to discourage the choice, “you’ll need to practice 3-4 hours a day.” I missed the discouragement. I had chosen my commitment, and much to the amazement of teacher and parents alike, I practiced 3-4 hours a day.
This is not a light thing. The strain on fingers alone is extreme (when I move a finger even slightly, you can see the tendons ripple up my arm). The breath control involved in mastering wind instruments (I added bassoon to hedge my bets) at a professional level is extreme—I got up at 5 a.m. each day to run five miles before breakfast (the average person at rest breathes 12-16 times a minute—I breathe 2-3 times). I didn’t have time for sports—although a musician girl friend got me into tennis and ice skating.
I continued with Boy Scouts, enjoying the down time, just having fun. I learned to swim quite well, started mile long swims, and took lifesaving lessons from an instructor who would practically drown any student giving her the slightest opening (I’m not exaggerating). I learned to canoe quite well, including how to right a capsized canoe in the middle of a lake while fully clothed. (This proved fun when, at a camp party as an adult, I took off like a rocket in a canoe across the lake. My shepherd mix, concerned she might be left behind, took off after me. As motor boats were racing about the lake, this was dangerous, so I pulled my 90 lb. dog into the canoe without capsizing it. People were impressed. I was drenched.)
College offered me my only fun taste of sports. My housemates organized a weekly baseball game, and I tagged along. Much to my surprise, though, I wasn’t stuck in the outfield, and I wasn’t buried in the lineup. My teammates took a close look at available skills. “OK, he can’t hit far—but he always gets a hit,” they noticed, so they had me bat first. First! That’s because they also noticed I could run. So, I hit the ball, the infield jogged over for an easy out, turned to throw—and found I was already comfortably settled on first base, unpacking, ordering room service. They shook their heads. From there, they had to constantly watch me, the lead runner, as our stronger hitters batted me in. We scored a lot of runs.
The field was equally fun, for once. I wasn’t stuck in the outfield—I could catch, but I still threw like a girl, so unless I caught the hit, I wasn’t much use. Well—where do you put a guy who can’t throw but can always catch (as long as you didn’t Dodge Ball me)? I became our First Baseman. We won a lot of games.
That, though, was the last of my interest in sports. Today, I just have little time. When I can free a day or two, I go hiking in the mountains. Every day, depending on the weather, to exercise my dog and to keep in shape, I either run or cross-country ski for an hour or two along forest trails with my dog. Sometimes I’ll take off for a day in my kayak. But I just don’t have time for sports.
Gym class was worse. First, I had to change in front of other boys, then spend an hour wearing shorts. They made fun of my knees (nothing wrong with them, but I didn’t know that). The “class” consisted of little more than playing Dodge Ball, or, more properly named, Slam Anyone You Can as Hard as You Can, and the more timid the target, the better. Gee—I didn’t prosper (someone should adjust the rules to allow points for the force of the tag). Sometimes we had to climb ropes—no instruction, just a drill sergeant gym teacher screaming while students helplessly swing. Other times, we practiced on spring boards or on the horse—the purpose still escapes me.
In fifth grade, when my dad was transferred, I got to enjoy going to a new school where no one knew me. What fun. Talk about bully target! I was regularly attacked on the mile long walk home by either Claus or Robelard. I spent a lot of time on my back while someone sat on me. Even my friend Mike seemed to enjoy this pastime. I didn’t. I DID learn a lot about squirming, but I wanted as much distance from these tormentors as possible.
Looking for something more fun, I pestered my parents for a bike. Our old home had been far out in the country on a highway, but now we lived in a suburb! My parents relented—although my mother wouldn’t let my sisters or me ride in the street until we could prove we had enough control to ride around the yard without wavering handlebars. What a fascist.
I rode everywhere—for hours and hours. I rode to Mike’s house. I rode to explore the surrounding countryside. I rode across town to the village library—I loved to read. A few years later, after pestering my parents again for private music lessons (which I later learned were secretly subsidized by my grandmother), I rode to the next town for music lessons. When my Boy Scout troop proposed a 50 mile bicycle trip, my fellow scout Terry and I practiced by taking several such trips (or at least as close to them as our understanding of the maps allowed).
My parents loved to camp. Every vacation, and several weekends, we headed for forest campgrounds, where I learned to climb trees—sometimes climbing 60-80 feet (I fell once, hitting several branches on the way down—getting the wind knocked out of you is wicked awesome scary, especially when you don’t understand what’s happening). “Why don’t you shinny up the trees?” asked the fascist, noticing my choice of trees with low hanging limbs. Well! I wasn’t going to let HER win! I practiced and practiced on my many long walks on forest trails, and in time, I could climb any tree strong enough to support my weight—and quickly, too. Take that, Mom!
I took another look at that gym rope. It DID look like fun, just not with the drill sergeant “helping.” I snuck into the gym from time to time to practice—no spotter. Before long, I could reach the top! The next time we did this in class, my gym teacher just looked at me in disbelief. [OK, I misplaced the fascist label.]
Sixth grade featured the class going outside from time to time to play softball. I, of course, was always chosen last, and stuck far in the outfield, I was mainly bored. One day, a batter hit a foul far to the right of first base. Well, someone had to retrieve the ball, so I headed over and caught it. My team mates went wild, rushed over, and carried me back to school—I had just, unwittingly, won us the game. A few months later, when Robelard was terrorizing me over recess, suddenly he was pulled off me—a dozen of my classmates, who had watched this all year, decided enough was enough, sharing their insights with Robelard. The bullying stopped.
In Junior High School (another new school), I briefly flirted with joining the wrestling team. One of my favorite teachers, Mr. Neufang, was the coach, our school excelled in wrestling, I liked what little I had learned about it in Gym, and I also learned something about the sport—when a new bully targeted me, the new kid who couldn’t throw an effective punch, I rushed in close and pinned the stunned attacker to the ground. A nice change—but ill fated. The school nurse/doctor had to approve us before we could join a sports term, and thus, they discovered I had a heart murmur. Before I could continue, I would need to see my own doctor and get written permission. Scared the hell out of me.
My family doctor, a wonderful man who let kids feed lollypops to his very fat dog, was not concerned. My heart murmur was congenital, not a news bulletin—and, as he explained, could very well heal (it did). “You’re not going to have a career in professional football,” he jokingly explained, “Or run up mountains” (he was wrong about that one), “But you’re fine, and there’s no reason you shouldn’t join the wrestling team.” Weeks had passed, however, and I was frustrated. “I’ve decided not to make the commitment,” I explained to him as I quit the team. “OK,” he accepted, “But you do know that you’ll have to make a commitment to whatever you decide to pursue?”
I nodded. I don’t know if he believed me, but I did understand (hey, how many people remember the name of their seventh grade teacher?). Another favorite teacher in eighth grade, Mr. Wiltze, coached the track team, and I considered it, but I had just had enough.
I still rode my bike everywhere. I rode to the next town just to have an awkward conversation with Lisa, who I thought of as my girlfriend. I met the Woodruff twins on my travels, two very gregarious boys who welcomed me into their almost non-stop basketball game—and given their popularity, other participants just learned to live with my poor skills.
High School changed things. I decided I wanted to be a professional musician, I needed lessons from professional symphony musicians, and my parents (thanks, Grandma!) eventually acquiesced. “I’d like to do this piece for NYSSMA (a state music competition),” I told my teacher, indicating the Mozart flute concerto in D. “Well, to do that,” my teacher explained, trying to discourage the choice, “you’ll need to practice 3-4 hours a day.” I missed the discouragement. I had chosen my commitment, and much to the amazement of teacher and parents alike, I practiced 3-4 hours a day.
This is not a light thing. The strain on fingers alone is extreme (when I move a finger even slightly, you can see the tendons ripple up my arm). The breath control involved in mastering wind instruments (I added bassoon to hedge my bets) at a professional level is extreme—I got up at 5 a.m. each day to run five miles before breakfast (the average person at rest breathes 12-16 times a minute—I breathe 2-3 times). I didn’t have time for sports—although a musician girl friend got me into tennis and ice skating.
I continued with Boy Scouts, enjoying the down time, just having fun. I learned to swim quite well, started mile long swims, and took lifesaving lessons from an instructor who would practically drown any student giving her the slightest opening (I’m not exaggerating). I learned to canoe quite well, including how to right a capsized canoe in the middle of a lake while fully clothed. (This proved fun when, at a camp party as an adult, I took off like a rocket in a canoe across the lake. My shepherd mix, concerned she might be left behind, took off after me. As motor boats were racing about the lake, this was dangerous, so I pulled my 90 lb. dog into the canoe without capsizing it. People were impressed. I was drenched.)
College offered me my only fun taste of sports. My housemates organized a weekly baseball game, and I tagged along. Much to my surprise, though, I wasn’t stuck in the outfield, and I wasn’t buried in the lineup. My teammates took a close look at available skills. “OK, he can’t hit far—but he always gets a hit,” they noticed, so they had me bat first. First! That’s because they also noticed I could run. So, I hit the ball, the infield jogged over for an easy out, turned to throw—and found I was already comfortably settled on first base, unpacking, ordering room service. They shook their heads. From there, they had to constantly watch me, the lead runner, as our stronger hitters batted me in. We scored a lot of runs.
The field was equally fun, for once. I wasn’t stuck in the outfield—I could catch, but I still threw like a girl, so unless I caught the hit, I wasn’t much use. Well—where do you put a guy who can’t throw but can always catch (as long as you didn’t Dodge Ball me)? I became our First Baseman. We won a lot of games.
That, though, was the last of my interest in sports. Today, I just have little time. When I can free a day or two, I go hiking in the mountains. Every day, depending on the weather, to exercise my dog and to keep in shape, I either run or cross-country ski for an hour or two along forest trails with my dog. Sometimes I’ll take off for a day in my kayak. But I just don’t have time for sports.
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