(WARNING: long meandering thoughts of an academic!)
Before we go too far down the umbrage path….
There was something in Bobby’s post that resonated strongly with me, even though I suspect that I am in agreement with those who seem to have taken some offense. I teach music history in a college music department (U. of New Hampshire). Every year we send 30-40 graduates with a big “musician” stamp of approval on their forehead in the form of a Bachelor’s degree in music. All of them have proven they can play or sing up to some standard, all have taken two years+ of music theory, two years of ear training, one year+ of music history, etc., etc. Lately, however, I have become increasingly (and disturbingly) aware of how little many of them really no about music. Yes they can play their instrument in a band or orchestra, or they can sing in a choir, or they can learn and perform solo repertoire. Many of them even play in one of our very good jazz ensembles. But the majority of them cannot do much with out printed music in standard notation placed in front of them. Does that mean they are not musicians? Not necessarily. But it means that they are fairly limited in their musical scope.
More alarming, however, is that many of these folks don’t even know that other people outside of a high school band or college music department can make music without notation, much less the fact that this would account for the vast majority of music made in the world, even in our own country. Case in point: a student gave an excellent presentation last semester on her study of music education in Ireland the previous summer. She was stunned to discover that in Ireland traditional music is played without music. A gasp of wonder and near disbelief emanated from her fellow students in the room. From their questions it was clear that a) they were suspicious one could do this, and b) this was some strange feature of music in Ireland. When I questioned the student about how this might relate to many un-notated traditions in this country, she looked blankly at me for a moment and then offered, “You mean, like jazz?” I said “No, I mean the many folk and popular traditions that are all around us.” Another pause. “You mean, like jazz?” After talking with her following the presentation, and with some other undergrad and grad students, it became clear to me that many of my students are completely unaware f any music making that goes on outside the walls of a school; they are practically culturally illiterate about music. It’s like someone earning an accounting degree who can only do the math if it’s entered on a balance sheet: ask him verbally to add 2+ 3+ 8 and he’s stymied.
I am not going to declare that these students are not musicians. But they are limited in the same way as many of the players described in Bobby’s post. Ultimately, I don’t think it’s a question of whether or not someone is a musician, or a “true” musician, but rather it comes down recognizing one’s own musical limitations, prejudices, weak spots, etc. and trying to move past them. I have all of the above by the bucket full. Maybe discovering classical music in my twenties and choosing to become an academic was my way of committing myself to a lifetime of overcoming my deficiencies. Now, if I could just overcome my steel playing deficiencies … <sigh>: guess I need another lifetime!
Dan
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Dan Beller-McKenna
Durham, NH