Showing posts with label classical music; music education; performance. Show all posts
Showing posts with label classical music; music education; performance. Show all posts

Saturday, April 9, 2011

Remembering Bill Whitson and PACO



Ten years since his too-early passing from cancer, the tributes are pouring in via Facebook. I have a notoriously horrible memory for events and details from my childhood, but it’d be impossible to overstate the impact that Mr. Whitson and his brainchild organization, the Palo Alto Chamber Orchestra (PACO) had on my musical life.
Mr. Whitson, our illustrious leader, violinist, teacher, conductor, resident philosopher, football coach, fishing guru and mensch, was not a man to be trifled with. In his five-tiered orchestra, we learned from the time we were in our single digit years that we’d better not ever act like fools to be suffered. A few stern words were enough to scare us into practicing, taking responsibility, seeing the forest and not just the trees. I love the several references to Bill’s utterance of the word “Beethoven”. No, not “beethoven”... “BEETHOVEN”....I can still hear it, and see the terror-inspiring look in his eye.
Possessed of preternaturally rubbery jowls and heavy brow, he appeared as a twentieth century embodiment of something resembling Mozart, Bach and Beethoven rolled into one rather imposing presence. And yet, Mr. Whitson cared deeply about us youngsters. Probably because he cared so deeply about humanity. I think he didn’t care so much about people’s individual circumstances as he did about the great potential humanity possesses. The potential to create, to be generous, to interact in meaningful ways. To challenge ourselves beyond what we would have thought possible.
These days, there is a lot of motivational speaking that goes on about this kind of thing. You can buy self-help books or attend seminars of varying durations. It can all be a bit annoying, as one could suspect the speakers of being more involved with self-glorification, or the sound of their own voices, than with helping others. But Mr. Whitson was deeply motivational to us as a matter of course. He believed in the power of music to change lives, certainly, but mostly he believed in music itself and the absolute truth that it speaks about our humanity and even our connection to the divine. 
He was never trite or patronizing. Not even for one moment. If he philosophized, it was always with a vaguely ironic look and a half-smile, probably with one eyebrow raised, so as to note that one ought not go down the road of taking one’s own thoughts too seriously. After all, there were more important matters at hand. Like making that chord in the Beethoven symphony convey the full intensity and gravitas of the composer’s intentions. Or allowing the ending of that Mozart phrase to waft seamlessly into the ether. An improper bump at the end of a classical phrase was no less than a crime - evidence that our minds and hearts were in the wrong place, or worse, on vacation. His unshakable expectation was that we would play our music with utter commitment, at all times. It perplexed him that anyone would ever play with less than 100% involvement.
Coupled with his belief that music is a social art, he forged in our minds the idea that we had the stars to reach for when we drew the bow across the strings, and that we were doing nothing less than creating a human paradise through our music-making.
Rest in peace, Mr. Whitson, and thank you for all you gave.

Wednesday, February 16, 2011

4 stages of learning a piece.

I've been teaching and performing for many decades now, and I've realized that in too many instances, students get stuck at a certain level of musical preoccupation. I wanted to articulate a little more clearly what seems to be the learning arc when coming to terms with a piece of music. So I wrote up this list of 4 stages of learning a new piece. Because I'm obsessed with anagrams, you will see that the four steps form a call to action...

Here 'tis:

Learning a piece of music: four stages.


I. Discovery

this is the initial phase of encountering a piece of music: hearing it, sightreading, noticing moments of beauty, confusion, or interesting character. getting a sense for the challenges that lie ahead in the learning process, finding commonalities with other music, identifying personal technical difficulties and areas of incomprehension.


II. Organization

the practical phase. making sure you are playing all the correct pitches and rhythms. working out articulation. developing technical skills necessary to serving the specific piece. finding the right tone of voice to convey the character of the music. crafting phrases and seeking to create the right texture of sound.


III. Ingestion

this is the deep emotional work. memorizing not only the sequence of notes but also the dramatic landscape of the music. this work may be done away from the instrument, visualizing the unfolding of the score. it may occur while doing a run-through of a section of the work. this is when the musician makes the piece a part of his or her own being. listening to other recordings may be helpful, but forgetting recordings may also be necessary, so as to cultivate the musician’s own voice. this is when all the carefully worked out details coalesce into a larger whole, and the music seems to become “of a piece”, or singularly cohesive. this work can be done alone, with a teacher, and/or with colleagues.


IV. Transference

this is when you get to share this new part of your being with your lucky listeners! you have done all the hard work of studying the score, teaching yourself new ways of listening, moving and being, and you are now an authentic agent of this particular work. as you stand (or sit) before your audience, trust yourself and focus on the moment. you don’t need to worry about that hard part coming up: you’ve put in the work and internalized what you need to do to be able to execute that difficult passage. allow irrelevant thoughts or nervous mental chatter to fall by the wayside and just play your instrument. and don’t forget to smile at the audience when they reward your great work with enthusiastic applause!


What would you add? It seems to me that too much of the teaching process focuses on stage II.