18 February 2017

Against Parsimony

If you can't explain it simply, you don't understand it well enough.

Some things in life, of course, are just plain difficult to understand. Often enough this is their unavoidable nature (and ours); but even if a particular subject seems to offer itself up for mastery, try learning as much as you possibly can about it and see if that doesn't thicken the plot just a bit.

The more you know, the more you don't know.

This second piece of popular wisdom, to which I am becoming ever more partial, carries a very different message from the first: a depth of understanding sufficient to permit the formation of simple explanations is highly destructive of the willingness to accept them; and thus in the ethical sense, I would say, also to dispense them.

Hence in closing, a third colloquialism as an essential corollary to the first:

Just because you can doesn't mean you should.

08 November 2016

Waiting For The Singularity

A thought on political dysfunction for this singularly disheartening election season:

Owing to immutable material conditions, the impending technocracy is thought to be already quite well prepared to automate most of what we do with our limbs and yet quite far indeed from automating most of what we do with our brains. Wouldn't we be better off if the reverse were true? Us human grunts have come to so despise manual labor while taking such pride in governing ourselves; and yet we seem to be quite a bit more competent in the former arena than the latter. Perhaps, then, we ought to put the robots in charge NOW, warts and all. Even their not-quite-human level of intelligence should be adequate to notice how close we are to destroying each other and summarily put us all back to work making widgets. Actually, given that "the social animal" is also the cronyist, nepotist, tribalist animal, perhaps being not-quite-human is actually the robots' strongest qualification for the job.

06 November 2016

Opposites Day Every Day

As I heedlessly forge ahead with the transformation from well- to over-educated, it occurs to me that there is great irony in having pursued musicianship within academia and scholarship outside of it. Even as the "mature" one, it would have taken unusual foresight and diligence for my 17 year-old self to fully grasp the tradeoffs lurking in each box of this unholy Punnett square. At 34, meanwhile, I have become a bit more conversant in such matters, and while superficially "the grass is always greener," in reality I'm thankful for and secure in my identity as a disciplined musician + free-wheeling scholar. In fact I'm tempted go even further than that: it's hard not to view both postures as necessary correctives to some troubling larger trends, and as such I'm hard-pressed to conjure any substantive regrets about the methodologies I've stumbled into.

05 November 2016

Escape From The Walled Garden: Honeymoon

I'm typing this latest cursory missive on an Intel NUC i5 running Debian Linux and bearing the full weight of a lifelong desire for a more "stable" computing life than Apple seems willing to provide. Perhaps that's a strange complaint from someone whose 2006 MacBook still runs and has managed to be instrumental in almost everything I've created for the last decade, including this entire blog. My 2001 iMac also ran forever and I expect it would start right up today if I had it handy. But that's not all those two machines have in common: both were left high and dry through planned obsolescence years before any reasonable consumer would have considered replacing them, and I've now had just enough of that song and dance to make a run for it.

In sentiments that I imagine are not particularly unique or interesting, I must confess that I'm not sure what the point is of having superior hardware if the OS and software are designed to stop working with it every few years, and since I've never been willing or able to pay the ever-steeper price of keeping up with the Jobses, the whole thing has been enormously frustrating for a long time. Ditto the wider ambivalence about long-term environmental impacts of all this "consumption," impacts which I trust will come home to roost in a more immediate way just a tick beyond some yet-to-be-understood point of no return. I hate to toe the line of such holier-than-thou hypocrisy, but here's putting it on the record anyway that I've at least considered this side of the issue, albeit while freely admitting that I don't quite have the courage to wholly refuse to participate.

And so while attempting to remain in control of my callow newbie enthusiasm, I'm going to give Linux and it's barely-adequate suite of musical accoutrements a fair shot to prove itself a worthy alternative. Most of that enthusiasm was sapped rather quickly as I attempted to make playdates for my Debian system with various devices, among which the printer and the Zoom H1 have proven amenable while the scanner and bluetooth speaker have not. And yes, gentle composers, I am committing to attempt to survive with MuseScore, at least for a while, and to ponder learning a typesetting program that could handle the thornier jobs. Sibelius has been very much (I'm sure many older folk would say too much) a part of my musical identity since the age of 18, and I'm not sure I've fully grasped what life will look like without it. At the same time, its recent history makes me just as nervous as does Apple's, albeit for rather different reasons; and further, 90% of what I write is "lines and dots" music anyway, even if those lines and dots sometimes come in waves. I will of course be sure to report progress (or lack thereof) as circumstances dictate.

04 November 2016

Armchair Deconstruction: The Sound of Music, and The Silence of Musicians Who Are On Their Way

Before music rescues the von Trapp children from the militaristic tyranny of their grieving father, before it is co-opted to show that "nothing in Austria has changed," and before it serves as a diversionary tactic against Nazi captors frothing at their proverbial mouths, we are reminded, just for good measure, of something we already knew: that the people who actually make the music are quite unreliable in virtually every other way.

In medias res we meet our heroine Maria, lost in song and waxing metaphysical, reciting a relatively recent Alpine gloss on the much more ancient Harmony of the Spheres. It is mid-afternoon by the time her alarm clock finally rings, at which point the daydream gives way to cold reality: She is late. Again. Just like musicians always are.

This prompts the good sisters themselves to break into song and recount for us in exquisite detail the full litany of Maria's dialectical fissures. Neither the abbey walls nor any others can contain Our Lady; rather, she herself is uncontainable, an enigma, as full of good qualities and boundless energy as she is thoroughly unable to harness them to any controlled or rational end, and most especially not toward her chosen vocation. She is a wonderful person, of course, but one we'd rather not be burdened to deal with directly. You might say that it is cleaner and more expedient for all involved that we opt merely to appreciate her from a safe distance in lieu of actually experiencing her in full. We take solace, or so we say, in knowing that such people are out there, somewhere, undoubtedly doing more good than harm, even as we consciously and unconsciously avoid entanglement. After all, "Once entangled, twice a no-show."

Given such a detailed accounting of pros and cons, the unusually sympathetic, enterprising, or just plain perceptive among us may of course be quite capable of drawing their own, more charitable conclusions. Such it is that by the time all is said and done Maria has had her trajectory profitably redirected by an elder who has seen it all before, improbably bringing release (of at least two kinds), nurturance, and mentorship to the von Trapps after such amenities had seemingly died along with their former matriarch. A good-old-fashioned feminist deconstruction would not be out of place here, and it should take priority over the more parochial issue of music's position in society. But like any marginalized group, musicians too can always count on artifacts of mass culture to invoke those timeless archetypes which are most easily recognized by a fearfully conformist bourgeois audience (Seriously, which groups are not marginalized by this demographic?), and indeed to see the fear no less than the archetype itself reflected therein. Here, then, is one more reminder to leave a little extra time in case the traffic is bad.

03 November 2016

Reductionism Lurks at Every Turn

In what goes for recommitment to tuba playing in my world these days, I decided at the beginning of the summer to return to an old incomplete project: the quintuplet, and making it feel and sound natural. This chicken scratch is a (very) rough record of the tasks I devised as they occurred to me.

(Perceptive music-schoolers and others with a taste for flash-and-trash will detect that the Monti Csardas was also on my stand at the inception of this endeavor. Beyond that general confession, I claim the 5th.)

Within the first few days I realized that I'm a very long way from being able to play entire passages in "5 time" against the 2, 3, or 4 time of an obstinate metronome. The need for simplicity and baby steps necessarily led me away from bits of "real" music and precipitously toward material chosen and constructed strictly for it's articulation of the desired rhythmic groups and not at all for its intrinsic qualities as music. And that is to say that this old bugaboo, about which I've spilled so much virtual ink already, applies to rhythm and time as well as it does to pitch material, something I hadn't really stopped to consider until now.

This much should have been obvious, but of course Classical musicians are infamously disinclined to give rhythm its due (specially appointed timekeepers notwithstanding), and even then too often in a mechanical, unaesthetic way. Even in spite of an early interest in jazz, timefeel as an isolable area of inquiry beyond the enforced literalness and rationality of Classical training somehow managed to elude me completely until my brain was no longer plastic enough nor my extremities unbiased enough to facilitate speedy progress. Jazz bass functions have served as a humbling and practical lens through which to attempt improvement, but one very much tied to particular historical styles which I drift in and out of and, sadly, have precious little opportunity to perform. And so in wrestling with fundamental metric modulations vis-a-vis "small whole number ratios," I hope not only to clean up the pulses themselves but also to sear them into my tempo memory as conceptual guideposts between which more fudgy in-between speeds might be located, the latter task being, to me, potentially much more interesting than the Tyranny Of The Grid which seems to prevail among most others who have taken the time to give this kind of thing the attention it deserves.

27 July 2016

Moderating the Tyranny of Specialism

If there is such a thing academically/intellectually as a "young (wo)man's game," the question for those of us so enmeshed becomes: why continue to specialize in middle age?

Galenson's thesis in Old Masters and Young Geniuses supports this thinking. "Experimental innovators seek, and conceptual innovators find," the latter at surprisingly young ages and often never again. Hence, no matter what we've found (or not) as an adolescent, perhaps middle age is our cue to start seeking.

Put another way, it is interesting to consider whether there are discernible landmarks of achievement lying afield of Gladwell's 10,000 hours. Where in the outer reaches of the life cycle might they fall? And what, then, about the relative worth of, say, 50,000 hour mastery in comparison to a broadening of horizons 500 hours at a time? Perhaps the latter might enable the 10,000 hour master to apply his or her already-substantial achievement to a wide range of immediate, human problems; and indeed, to better understand of his or her own accord what exactly constitutes an immediate, human problem in the first place? I will always be the first to make room for supreme achievers in the Bach or Coltrane mold, but I have had to accept that I am simply not wired for that path.

Glenn Gould famously blurted out something that every music teacher has thought to themselves when he remarked that he could explain everything about playing the piano in a half-hour while the student could spend the rest of his or her life applying this knowledge. Certainly 10,000 hours of practice sounds like a good minimum target for aspiring Professors of Applied Music seeking to unpack the technical and historical vicissitudes of their respective instrumental traditions; it is also wholly inadequate when it comes to mastering the composition, delivery, and contextualization of their own half-hour lectures. And so it must not be regarded as a mere formality, as it seems to have been throughout much of American academia for a very long time, that the latter and not the former is what these Professors are *actually* paid to do. Clearly some extra seasoning is in order; and if simply having Life Experiences® was all it took, every washed up conservatory brat would be magically transformed into a master teacher the moment their teenage child(ren) became sufficiently angsty to impose some long-overdue introspection. There would be middle-aged gurus in designer workout clothes falling from proverbial trees. We can only wish it were that simple.

Anecdotally, I have seen many peers (and myself) become increasingly unable to sustain the multi-hour instrumental practice regimen of college music school into early middle age. Those of us who at least met the barest of curricular time-banking expectations along the way and have continued to find smidges of focused practice time on a daily basis eventually backed into rather than charged into the 10,000 hour club, with all of its privileges and obligations, and with no hope of ever reaching whatever further thresholds might exist in the Gladwellian great beyond. When this first became apparent to me I took it as a serious blow to my self-esteem, committed as I was for many years to an intense practice regimen at the expense of virtually every other facet of personal development. I wanted to be a 50,000 hour tubamaster, or at least I had tried very hard to convince myself that I did. Further, though my hands now covered my face, I couldn't help peeking through my fingers at peers for whom the onset of Real Life® seemed to mark not just the end of their musical development but their personal development as well. It was both a shock and a relief to emerge from such twenty-something doldrums to find that my own desire for personal development had not abated along with my inclination to prioritize tuba playing over all else; and so I decided to listen to what my brain and body alike were trying to tell me: "You're already a specialist, and unless you throw your horn off a bridge, you'll always be one. Now go make it your own."

Just as most all of the principal players of the 20th century's greatest orchestras would fail to advance beyond today's preliminary round auditions on account of their individuality, so too would the areas in which many of history's greatest minds made their lasting contributions today be considered "beyond their competence" on account of vulgar credentialism's logic of accountability. To be clear, I do believe that membership in the 10,000 hour club is a necessity, and that eclecticism is a decidedly members-only area. But given that this number is pursued in a timely enough fashion for its own inner logic to hold, there ought to be plenty of life left during which to find a balance that meets your needs and fits your budget. So get to it.

29 May 2016

A Further Thought on Funny Clothes

Even as an avowedly extreme case of the self-reflective introvert with a generous heap of "uncompromising" artist sprinkled in to taste, I have often found it much easier during my first decade and a half of (semi)professional musicianhood to make peace with the various musical compromises which have been foisted upon me than I have with the sartorial ones which have been attached to them.

My parents' longtime friend Gail Olszewski earned a DMA at the U of MN just as I was matriculating there at the undergraduate level and subsequently became my go-to pianist for the myriad hoop-jumping-through rituals of Classical Music school. She therein imparted to callow young Stefan quite a few pieces of seasoned practical wisdom, musical and sociomusical alike. One in particular which stuck with me for its concise irreverence of those pesky social ties which Christopher Small and his pesky ilk like to posit as central to the art form, and also for later enabling me to explain to a perplexed roommate why my degree recitals cost money, was this: (s)he who chooses the music writes the check.

Compromising or otherwise, it is of course no small personal or practical accomplishment for any musical performer subsumed within today's ruthless cultural economy to be on the receiving end of such choices (and checks) with sufficient frequency as to be justified in calling this exchange their profession. To choose the music you want to play and get paid to present it is virtually unheard of, to the point that when people ask me what my "endgame" is I have taken to substituting some other more realistic goal simply to avoid coming off as delusional and/or overly self-absorbed (which as a self-reflective introvert of course I am). That being as it may, I am beginning to wonder if gaining the privilege of dressing myself as I wish at all times, no matter the music I am to be performing nor whom is writing checks to whom, may in fact be not just an equally strong indication of professional success and self-determination as is the content of the music itself but in fact an even stronger one.

18 April 2016

Grandfathered into Hipsterdom

Young man of Athens, your vanity peeps from the holes in your robe!

-Socrates to Antisthenes

Earlier this month, I had two Friday evenings in a row which required hurrying directly from my standing Bavarian gig in Newbury Park to the geographic and cultural center of Los Angeles to give performances more in line with the aesthetics of my life's work: first with a one-off improvising group assembled by Garrett Hickman at the Hyperion Tavern; and subsequently to celebrate the unusual occasion of three Evil Geniuses being in the same city at the same time.

In both cases I chose to remain in my "work clothes" rather than change out of them (no small task) and risk being late. I have previously made a few perfunctory appearances at parties and bars wearing this outfit, and I thereby have learned to expect not ridicule, as I initially feared, but rather adulation, including occasional heightened interest from the opposite sex. The preponderance of evidence coalesced rather decisively one Saturday last summer when two of us wore our full Bavarian garb into the diviest of dive bars, deep in The Valley, complete with "regulars" who looked like death and horses parked outside in a strip mall parking lot. I thought we were not coming out of that bar alive, or at least not with all of our possessions, dignity, and teeth intact; in fact we were literally treated like royalty, were profligately photographed, and were told that our appearance would not soon be forgotten.

On one level I am thankful for all of this, but ultimately of course it merely confirms so much about world and culture that we would change if we could. Any yokel with a few hundred dollars of disposable income can purchase some German clothes and strut all around Southern California wearing them, whereas not just anyone can make something of themselves, or at least not without putting in quite a bit more time and effort. And yet, if you want people's attention and admiration, preliminary results strongly suggest you'd be better served opting for the funny clothes and leaving the hard work of perfecting art and craft to the foolhardy and the narcissistic.

In any case, by the time of my recent calendrical near-collisions, I had long overcome any fear of appearing in my work clothes outside of work. I also knew given the venues that I would probably not be the only one up to some sartorial mischief. In fact, this was the ideal chance to play at being a hipster while ultimately possessing an airtight alibi to any such accusations. After all, those clothes help me pay my rent each month and the cost of purchasing them was a 100% legitimate tax write-off last year. No hipster can say that about their various thrift store raids.

I pulled a similar stunt when the geniuses at PSC decided to strictly enforce the company's grooming policy at Oakwood (incidentally the contract of theirs which undoubtedly boasts the most hipsters per capita, laying bare the obliviousness at play). Thus forbidden from having facial hair below the lip, I resolved to grow the thickest, nastiest cop-stache that heredity would allow. As with the funny clothes, the only feedback I ever heard with my own ears was positive, and as it also forced me to play with less pressure, I discovered a marginal practical excuse as well. (A trombone colleague told me he gets "that mustache sound" under such circumstances and immediately goes to shave, but as with most every other embouchure question, tubists seem able to get away with pretty much whatever we want.)

The very word "hipster" has of course been thoroughly worn out over the past several years, but it is a real phenomenon and we really ought to call it out when we see it. I will always view it as superficial, defensive, and a path of least resistance. However, having somewhat accidentally conducted the fieldwork related above, I will no longer view it as ineffective in any of those ways.

11 April 2016

The Theory-Technique-Creativity Nexus

Editorial Note: I lied, and it was only good for half an exorcism. Therefore, the "frozen essay" is hereby defrosted, prepared, and served. Bon appetit.



A talented eighth grade tuba student of mine was asked by his band teacher two months into our lessons how things were going. When told we'd spent most of the prior lesson building and playing triads in various keys, this teacher's response, as later reported to me in an act of unsolicited pre-adolescent candor, was, "You can learn your chords and scales at home. What did he give you for technique?"

Remarks not initially intended for one's own ears certainly have a way of occasioning some instant reflection, but beyond that, this one soon had me thinking about writing those reflections down and sharing them with the greater musical community. While such a task necessarily entails rehashing much territory on which I have written and spoken before1, the above exchange is an excellent prompt to further refine and sharpen these principles based on experience gained in the interim.

Specifically, I have set out here to theorize and advocate for the immense and far-reaching value of applying foundational music theory concepts directly to the student's band instrument regardless of their prior experience in applying them to the keyboard or to the written staff. Concurrently, I seek to connect what may seem to be mere subtleties of presentation therein to larger questions of what music education is, should be, and might become. Throughout, I take pains to address this discussion to all instrumental music students and educators, not just those involved in pre-professional musical training; indeed, I single out for particular scrutiny the notion that the comprehensive approach I describe is not well-suited to beginning and intermediate students. I would be remiss, however, to completely ignore the higher-order facets of this discussion and thus will conclude with some observations of that nature as well.

I strongly believe that tapping into the intellectual and creative dimensions of musicianship is a primary and essential task for music education even where instrumentalism is the ostensible priority of the endeavor. Indeed, instrumentalism is a fine priority to choose: music is after all not merely something to contemplate but something to do. That is to say that the most comprehensive and reliable extrinsic benefits following from a musical education of any scope stem from the "doing" part and minimally if at all from mere contemplation in absence of it. If you have ever read one of those breathless headlines declaring that music uses more different parts of the brain than most any other activity, I can assure you that the subjects of these studies were not merely head-bobbing or navel-gazing. Distanced scholarship does play a necessary role in "doing" music on a high level, but the two cannot simply be swapped out for each other one-to-one.

Hence, I want to propose that a broadening of the music-educational experience to encompass intellectual and creative pursuits need not come at the expense of instrumental concerns; rather, the intellectual and the creative can and must be essential components of the ways we present and cultivate instrumentalism, that is if we intend this cultivation to be successful. I believe as wholeheartedly in these assertions regarding beginning and intermediate students and hobbyists as I do vis-a-vis college music majors and working professionals. This is without question the most difficult aspect of my argument to support theoretically, but provided I can indeed achieve this, I intend to show as well that implementing it in practice is actually much simpler than it is typically made out to be. It is true that most classroom educators face severe practical limitations, but I believe this is an instance (a rare one, perhaps) where philosophical differences and not logistical barriers are in fact most responsible for creating a culture of expedience in place of the broader and somewhat more rigorous methods I propose.

Attaining a truly symbiotic relationship between the creative and technical dimensions of musicianship is, of course, a lifelong pursuit which even eminent musical minds struggle to meaningfully achieve and maintain. As such, it may at first blush seem too "advanced" a topic for the lower and middle grades. My contention, to the contrary, is that it is only as advanced a topic as is the material utilized to access it. All students are prepared to be creative within the confines of their ability, whether they know five notes or all of the notes. Further, it is well-known that the absence of social conditioning in young children makes childhood an intensely creative time; indeed, it is often easier to get third graders than eighth graders to improvise, and adults are typically the most difficult (that is, inhibited) age group in this way. Hence we may reasonably formulate an obverse statement as well: as adolescents start to feel the pull of myriad "adult" inhibitions imposed from without, it is doubly critical that we nurture their inner willingness and ability to experiment, to fail, to learn constructively from this, and to meaningfully understand that this process is essential to their development.

The time to challenge these students to be creative is not some imaginary day in the future that may never arrive. It is not the day when they can play all their scales two octaves from memory, the day they audition their way into the top group at school, or the day they finally decide to "get serious" about music; rather, that day is today, while we have them in front of us and have been charged with developing them as musicians, scholars, and citizens. We must teach the students that are in front of us, not the ones we project to exist at some unknowable time based on some unknowable set of variables.

The notion that my assertions here represent a textbook case of putting the cart before the horse is one which urgently needs to be challenged and debunked anywhere it surfaces. For one thing, the narrative of technique-as-prerequisite has its origins in an epoch of cultural consensus and musical common practice which has long since fragmented beyond repair. That is not to say this is a good reason to abandon teaching traditional instrumental technique in public schools, but it is ample reason not to assume that we know today the applications our students might later choose for their newly developed technique. Pedagogy which claims to be traditional and technique-oriented without sufficiently engaging students' intellects and creativity is, simply put, pedagogy that overreaches in its assumptions. This is because virtually any music that students might choose to play outside of the school band room will demand more than the passive recreation of written scores. It is very likely, rather, that it may involve the creation of scores and parts, aural transcription, co-composition, extemporization, or some combination of these things. As such, it behooves us as teachers to develop students' creative and aural skills concurrently with their general technique, as well as to ensure that the occasional need for isolation of underdeveloped skills does not work against the integration of these skills into the "big picture." This is not only possible within the confines of a technique-oriented program but in fact is a prerequisite to optimizing its results. There is no zero-sum game here, only a symbiosis which more closely mirrors the dynamics of living culture than any form of rote learning ever could. And to be clear, it does not necessarily entail abandoning the materials or values of the current paradigm, just rethinking how they are presented and in which proportions.

Speaking personally and anecdotally now, and at the risk of ruffling some feathers, I suspect that if a successful high-level professional playing career were a prerequisite to becoming a school band teacher, it would probably be unnecessary for me to make these points so forcefully, and perhaps also unnecessary to have written this paper at all. I am not an old or a wise man, but in my first decade of professional musical life, I have found the notion that technique deserves one's exclusive attention until mastery has been achieved to be mostly a convenient cover story for musicians and teachers who simply don't have much else to offer. It is so convenient, of course, because perfection is unachievable, and hence the carrot of technique can continue to be dangled in perpetuity, or at least until the student graduates or otherwise moves on to trouble some other teacher with their impatience. If I am wrong in this assessment, I must ask what the skeptic would posit in its place to explain why the concurrent development of technique, intellect, and creativity through mainstream classical music education could seem so radical when in fact there are established models for it scattered all across the past and present of Western cultural history? I have already addressed the logistics argument and found it compelling to a point but nonetheless inadequate by itself. Nor is the prerequisite narrative unique to the school band tradition: in fact it has been one of the enduring tropes of jazz curmudgeonry for nearly a century, reaching its apogee when dyed-in-the-wool beboppers reacted against the 1960s avant-garde by positing bebop as the unimpeachable technical and aesthetic foundation of all jazz to come. To be blunt, any musician who believes their music is everyone else's prerequisite is no musician at all, not in a free society at least. Their worldview as well as their work itself has run aground on delusions of common practice and cultural consensus which no longer define Western musical culture as they once did. I have for the most part privileged traditional technical approaches in my private teaching, partly out of personal predilection and partly out of terms of employment, but ultimately I see technique as a vehicle and not as an end unto itself. For some reason, this modern staple of music criticism and reception has not yet made it into many band rooms and private lesson studios in this country.

These are harsh words, and it is always with some trepidation that I release such words into the public sphere where people I've worked with personally might read them and be left wondering if they are to recognize themselves. On the other hand, in the wake of such a release it is unusual that I don't hear at least one unexpectedly positive response from someone I was most afraid of offending in this way. This could indicate that I have indeed underestimated the impact of logistics; that the "philosophical differences" I posited above are not as extreme as I think they are; and that we therefore are dealing with a lack of courage here and not necessarily with a lack of sensitivity. Ultimately I am betting against this explanation, but if I am wrong, I hope that what I've written, harsh though it may be, might then provide my colleagues with some of this much-needed courage.

It will come as no surprise at this juncture that I question (as many have and will) the degree of agency afforded students by an exclusive focus on the passive recreation of written music created almost exclusively by career purveyors of educational publications. By the same token, I lament the rarity with which students in such classes interface with primary documents representing the work and ideas of acknowledged masters, a condition which is not and would never be tolerated in "core" subject classrooms beyond the elementary level. I question these things, and yet I am willing, for the moment, to accept them merely as inevitable consequences of collective cultural priorities and greater political expedience. If students are to be prepared to play Mozart by the time they are prepared to read Shakespeare, then their musicianship needs to be cultivated from the same early age and with the same tenacity as are their reading skills. Few would advocate for the necessity of this, even among the most vociferous of arts advocates. It must be said, however, that the alternative leaves music teachers to solve the puzzle of, quite literally, a child's mind in a young adult's body. Contemporary school music pedagogy is quite clearly a reaction to that unfortunate condition, but I do not think it is the only possible reaction.

Nor does the opposite extreme, the pre-professional "conservatory" orientation, necessarily play any better. Indeed, the notion of first isolating technique and only upon mastery of it being permitted to graduate to interpretive and creative work is itself a rationalist fiction stemming from two professionalistic dicta misapplied to the developing student:

(1) you must not reinforce your technical errors by repeating them without correction; if you do, you are "practicing your mistakes," not good technique;


(2) all creativity is derivative, and fertile creativity requires lots of experience and influences; therefore, creating from minimal experiences and influences isn't worth much.

As a working professional I embrace both of these outlooks. I have to in order to stay employed and to fulfill myself as an artist. However, as a teacher of middle school and high school-aged students, I often impose in-lesson activities which virtually ensure students will make a few of the same technical mistakes several times in a row and/or that they will be charged with creating from insufficient musical experience. Why?

On the technical question, my thinking is that students who ultimately become aspiring professionals and/or college music majors will rack up hours of practice in that phase of their lives which ultimately will dwarf that of their early years. Meanwhile, those who remain strictly recreational players or quit after a short time will most obviously benefit more from a comprehensive approach now than from micromanagement of technical foundations they never end up building upon.

As for creativity as a lifelong pursuit, I hope all of my readers can easily agree that the journey and not the destination is of prime importance when it comes to the creativity of children and hobbyists, and that creativity, like success itself, is habitual. Expecting consistent masterpieces from any artist is of course totally unrealistic, but there are two other points we should consider in light of that. First, not every creation need be presented publicly. Great creators are often simply the most ruthless when it comes to deciding which of their creations are worthy of their good name, and this lesson in and of itself is one of great extrinsic value. Second, there are many elements of "craft" that can be taught and practiced even if the "art" part is destined to remain intractable. I am referring to the ability to realize a musical idea on an instrument or to write it down in proper notation; to knowledge of the notational conventions and instrumental ranges and transpositions that govern this latter task; to having heard and internalized enough music to the point that one's creations reflect these influences; to basic knowledge of computer programs for notation, recording, editing, processing, and programming; and so on. There is no reason to attempt to cover all of this ground, but covering none of it simply is not acceptable anymore, and waiting for just the right moment is nothing better than a gamble. Whether or not a given student possesses the inclination and capability to process this stimulation in the particular way that prolific composers and improvisors do is rather beside the point; if they are not at least given the opportunity to process it, then their chances of developing an emotional investment in music-making have not been optimized.

Is mastery of a traditional Western instrument in the traditional Western manner not the foundation on which all of these higher aspirations must be built? I am certainly not here to dispute the notion that it is, in fact, an excellent basis for this task and many more besides. Even so, we seem collectively inclined to underestimate the window for imparting instrumental mastery and, concurrently, to overestimate the window for sowing the seeds of creativity. If I could be permitted one more lapse into purely anecdotal reasoning, I would cash it in here, for I know of many more instrumental virtuosos who solidified their chops in their late teens and early twenties than I do high-level composers and improvisors whose interest and potential was not yet evident early in high school. That could be because technique is purely meritocratic and creativity is an ineffable gift from God, or it could be because of material circumstances more readily under our control. Given my reasoning here I suppose I must grant each reader the salience of their own anecdotes on the matter. My own observations lead me to think that it is never too early to take some modest baby steps down the path of creative development but that it certainly can be too late. Some light reading in the area of human psychology and brain development certainly indicates that the formative years are most fruitfully spent forging a diversity of neural pathways rather than specializing in just a few; that is, that creativity thrives on diversity of neural form and function and just as surely suffocates in the biocultural vacuum tube of specialization. It is one thing to parade around proclaiming music's function as neural cross-training in a politically calculated, reductionist manner, and quite another thing to actually embrace the many-sidedness of the musical experience and represent it in our pedagogy. I can think of no meaningful deterrents to the latter approach aside from the extra effort it requires on the part of those who by no fault of their own were not afforded a model of this orientation in their own educations.

Indeed, I have always insisted and want to do so once more that specialization itself broadly construed is an "advanced" musical topic, the one can that may be kicked down the road in precisely the manner I am insisting that creativity should not be. We must first possess a fair degree of inner certainty that we are choosing to specialize in something important to us before cutting bait with other closely-held interests and embarking on the hard work of consolidation. In other words, we are psychologically prepared to specialize only after we have attained agency, and agency cannot be achieved without protracted engagement in creative tasks. It has been said that you find out what you think about something by writing about it, and I believe this no less true in the realm of aesthetics than in the realm of scholarship.

If this sounds novel or overwrought, consider the place of the study of interpretation, a down-the-road, pre-professional place that comes long after most of what has been discussed here. Why do we study interpretation only then and there? Because it is a highly specialized topic the pursuit of which presupposes a single-minded surety that the chosen material is relevant to the student's long-term goals. General skills survive changes of interest and métier, specialized ones do not, and on top of that, the latter are harder won and thus require stronger internal motivation. This makes it particularly galling to find interpretation (mere interpretation!) being posited as the avenue by which music students might develop their creativity in band class in absence of being challenged to compose, improvise, or analyze. This represents a far more egregious example of putting the cart before the horse than any method I am advocating for.

So, what exactly is "agency" and where does it come from? It arises where ideas and experiences become transformed into beliefs and intentions; where these intentions start becoming increasingly specific and detailed; and where the question of what to do with oneself becomes engulfed by that of why. The whys of life are of course the most difficult, usually intractable questions we ever face. They are bigger than us, and certainly bigger than eighth grade band. They are not, however, like that trombone-toting bully launching spitballs from the back row: ignoring them will not simply make them go away.

Importantly, mastery of a given body of knowledge does not necessarily lead straightforwardly to the attainment of agency, nor does agency necessarily presuppose anything rising to the level of mastery. Pedagogies which prioritize one will, however, necessarily differ from those which prioritize the other. Unlike mastery, agency is something we can, should, and must expect to develop in young musicians whether or not they intend to pursue music professionally. I personally would go so far as to say that it should be our top priority. It is, in any case, one facet of music with implications far beyond the walls of the discipline, and hence no less crucial to the future hobbyist than to the future professional. Many extramusical factors both contribute to and are impacted by its emergence.

Taken collectively, the methodologies and hypotheses presented here represent a two-tiered plan of attack geared toward eliciting agency from the young student. First and foremost, they lay the early groundwork for dealing directly with the aforementioned primary documents (i.e. written scores and sound recordings) which contain students' rightful cultural inheritance. By the time students' "core" classes are leaving behind the shrink-wrapped, mass-marketed, one-size-fits-all consumables that the education-industrial complex dutifully cranks out to nurse them through their intellectual infancy, their musical infancy is, by that measure, just getting started and threatens to go on for a while. I think there is something fishy about that.

Similarly, a comprehensive music education from an early age may occasion the later introduction of academic musical topics truly comparable in intellectual rigor to the student's "core" classes, such as the science of sound, philosophical aesthetics, music production, and the study of criticism and reception history. This is rarely practical or even advisable except in exceptional instances, but I again ask the reader to consider the ever-escalating battlecry from within the arts advocacy world that music is a core subject, and then to consider whether any of their own pre-college musical education in fact rose to anything near this level. Core status is a worthy goal, but one which we are light years away from justifying on either the curricular or the pedagogical front.

I expect that while few school band directors would take substantive exception to these aspirations in the abstract, many will question the practicality of their meaningful implementation as well as their vague, generic, purely theoretical formulations. I can say that the vagueness, at least, is absolutely intentional here, even necessary, a direct consequence of my own belief in aesthetic plurality in arts education. That the specific demands of particular aesthetic orientations necessarily mediate the larger underlying assumptions of the accompanying musico-pedagogical framework goes without saying and is not particularly problematic. I have striven here, as elsewhere, to formulate these tenets in a manner that reflects the resonance I have found in my own journey toward agency among all of the music I am engaged with. It is a wider array of music than most of my professional colleagues, but not an infinite one; like anyone else, I am necessarily limited by the breadth of my own purview. It is true that some of my assumptions begin to break down when applied to the popular and folk traditions with which I am less engaged; meanwhile, experimental music, in which I have never had better than half a foot, eschews most of them completely and by design. Ironically, though, these particular genre labels also denote the Western musical traditions whose primary documents are most accessible. For that reason, the fact that even these documents, to say nothing of the scores of Beethoven and the recordings of Monk, have been crowded out of mainstream band culture by pieces with titles like S'cool Room Chromatricks is particularly inexcusable. Could a group of 7th grade, second-year band students not create a prose score, play-along track, or simple piece of musique concrète out of their chromatic scale exercises that was at least as interesting to listen to, and most likely more so? Would the process not be more worth their time in every way, and not least of all technically? And are there not three measly weeks of an ever-expanding school year that could be devoted to this without irreparably compromising students' instrumentalism?

Of course, the namechecking of all of these disparate styles, traditions, artists, and idioms, each so important to contemporary musical culture and each holding immense pedagogical promise in spite of their wildly divergent technical demands and cultural origins, raises yet another issue of practicality. It is indeed impossible to meaningfully expose every student to every important stream of Western music thought, and indeed it is hardly necessary or desirable either. Seeing, however, that the brain remains plastic into the third decade of life but indeed becomes far less plastic after that, it follows that students have longer than they are typically granted to decide whether or not to specialize, and also that they have less time than they are typically granted to achieve the agency necessary to both their musical and social development. The current paradigm manages to run afoul of both of these truths at once through its longstanding tunnel vision. In reality, there is plenty of useful space between hyper-specialization and overbroad dabbling that we might more profitably inhabit.

In Brain and Culture, Bruce Wexler remarks upon "a central feature of individual human development" that is as tantalizing as it is tragic:

Learning and action are in an inverse relationship throughout the life-span. We learn the most when we are unable to act. By the time we are able to act on the world, our ability to learn has dramatically diminished." (p. 143)

In this case, the vagueness and generality of the statement does not, I don't think, undermine its validity, and as such it strikes me as an unusually prescient and cautionary message to educators of all stripes. It is from this advice first and foremost that the pedagogical orientation I am advocating for here must be taken to proceed.

While professional musicians, school music teachers, public-sector arts advocates, educational theorists of both the scholarly and armchair variety, and even standards-based learning models all pay lip service to the notion of developing students' creativity and self-expression through music education, the creative challenges encountered in the typical band room from middle school straight through graduate school remain, to put it kindly, limited and depersonalized ones. I suppose it is simply an unfortunate accident of history that the symphonic ensembles comprising the locus of so much Western musical thought and creativity have also institutionalized such a badly skewed teacher-to-student ratio as well as a top-down creative hierarchy from composer to conductor to performer. My fellow tuba players at least will recall the famous declaration by our pedagogical patron saint that "a limited challenge creates a limited musician." This of course rings just as true for questions of creativity and intellect as it does for those of technique and interpretation towards which Arnold Jacobs originally addressed them.

Just as the private studio has traditionally occasioned the introduction of greater technical challenges for young students, so it may also also fruitfully become the setting for posing greater creative, conceptual, and intellectual challenges; and this, I firmly believe, without subordinating one concern to the other in a zero-sum fashion. Meanwhile, as long as the greater musical community continues to view creativity as the intractable domain of a few innately gifted oddballs, its accompanying extrinsic benefits, which dwarf those of purely athletic music education, will remain mostly untapped. Not everyone is destined for creative brilliance, nor need they be, but anyone can learn something invaluable by making the effort. They should, and we must.

In what remains of this sprawling diatribe, I will begin to temper the vague theorizing, of which there has been plenty now, and initiate explicit discussion of methodology. Some of this methodology is supported by work I have done with students, and some of it is supported only by my own work and accomplishments. I must emphasize in any case that these methods and materials are for the most part so simple and familiar that they hardly bear mentioning, let alone scholarly excursus. It is precisely this triteness, though, that I feel too often leads the full implications of their ontology and provenance to be overlooked or misunderstood. Hence, the bulk of the discussion below deals not so much with the choice of material (which, befitting a creativity-centered pedagogical approach, is quite flexible) as with how it is presented, approached, worked through, built upon, and thought about.

In my opinion, musical patterning is the process which lays most bare for us the dialectical synthesis of technique and creativity hinted at in the title of this essay. It is undeniably the ideal intermediate step between rote execution and free extemporization. However, there is also an aesthetic nihilism inherent in the concept of patterning, a "paint-by-number" approach if you will, which strongly dictates that we must limit our exposure to it. You are what you hear: over time, listeners come to remember and ultimately to prefer that which they have heard most. Therefore, the ways we choose to develop our technique also shape our artistic identities. Any music pedagogy which does not account for the intrinsic qualities of its materials is an aesthetically nihilist pedagogy which thereby misrepresents both music's relationship to external society and its internal social dynamics.

This is not a question of musical style or genre: all artistic traditions produce works of seemingly "pure" inspiration as well as purely formulaic or reductionistic glosses on them. Ultimately this is a spectrum and not a dichotomy, but I believe it is incumbent upon educators that they be sensitive to the distinction anyhow. It seems to me, unfortunately, that very few are, that this is painfully obvious from both materials and results, and that the need for broad accessibility and expedience will continue to be trotted out as a defense anytime this issue is raised. The question then becomes what end, exactly, this accessibility and expedience is serving and whether it is worth the trouble at all.

Let's start with the good news about patterns: they repeat themselves on the intervalic level but change on the pitch level, and so the burden of creation is largely mitigated while the burden of realization remains largely intact. Verbal instructions such as "build a triad on each note of the scale" fully determine the notes to be played while underdetermining the means of executing them on the horn. The student is no longer a passive re-creator; he or she now has to think, at least nominally, about what is about happen. Such tasks are not truly "creative" processes; they are, rather, processes of translation from abstract idea to concrete sound. This is clearly a question of technique by any reasonable definition of the term, and as such, the choice of material and playing style can be geared to address almost any technical topic and the endeavor profitably undertaken by players of all abilities.

The lines-and-dots-oriented bandmaster is liable to opine once again that this approach is too applied and too integrative to be of use with younger students, who would most benefit from the isolation of underdeveloped skills. He or she might posit some glorious day in the future, as vaguely defined as it is overly optimistic, when Johnny or Susie has finally done the hard work necessary to be equally good (or bad) at every aspect of technique. Only once these students have sufficiently flagellated themselves at the altar of received knowledge have they earned the privilege of expressing themselves. Indeed, how can they express themselves if they don't know their scales?!

If you think this is just a straw man argument, I have news for you: this straw man has flesh-and-blood progeny and they release thousands of unlistenable jazz CDs each year. First of all, as I have already said, the day never comes when we have our technical houses ideally in order; this is, rather, a convenient fiction peddled by educators who never pursued such a consummation themselves. Secondly, realization exercises do not exactly work against the process of isolation; rather, they are the truest isolation of the improvisor's craft that exists. This can only be said, however, when students are asked to extrapolate a complete exercise from a single instruction. I hope it is obvious why simply writing the exercise out for them does not work the same way. If, on the other hand, it is the student who writes the whole thing out with due attention successfully paid to the myriad notational conventions involved, this is absolutely worth their time too, just for rather different reasons.

One of the wild cards here is that any material will eventually become memorized through repetition. Hence, a given pattern's value as a realization exercise gets "used up" long before its value as a technical exercise is exhausted, and usually before any particular technical challenges have been isolated on their own terms. Memorization is yet another useful challenge students may benefit from attempting, but again it is not at all the goal of any of this. Students may of course stick with certain material after they've memorized it and transition to the traditional mode of technical refinement; indeed, they must do this if they have aspirations beyond baseline mediocrity. Techniques do need to be isolated at some point, and material which is not "lived with" for sufficient period of time will not be internalized or retained. That being as it may, patterns are not the only material available to us, and they are not usually the material that we actually want to "live with" to this degree. As such, they are the ideal disposable materials for realization exercises but far from ideal as long-term vehicles for technical development; for the latter purpose, large chunks of "real" music are the only profitable choice. And to reiterate, "real" music does not mean "hard" music! It merely means music that was created out of an overwhelmingly aesthetic motivation rather than a reductionistic one.

Here is a canonical example of a "disposable" exercise:

As common and simple as this pattern might be, the difference between introducing it as notation and introducing it as a set of verbal instructions is not negligible. Even if permitted to look at a fingering chart or unidirectional chromatic scale during realization, young students still have some extra "figuring out" to do, and of precisely the kind that composers and improvisors engage in when they spin out their masterpieces. To be sure, what I have described so far does not exactly represent a creative act itself, and certainly not a masterpiece either, but it does represent the foundation on which such things might subsequently be built. It should go without saying, though, that there's absolutely no reason why the foundational technical objectives of this ubiquitous exercise cannot also be explicitly remarked upon by the teacher as the task of stand-and-deliver realization necessarily morphs into that of refinement and repeatability.

I hasten to clarify that I am not merely interested in tipping the scales away from written notation and toward aural transmission. What I am describing here, rather, does not truly belong squarely in either category; the central task of the process I have described so far is neither reading nor hearing, but rather thinking, as well as, albeit in a highly circumscribed manner, creating. I for one think we could use quite a bit more of both of those things at all levels of music education and have devoted the bulk of my pedagogical energy (and quite a lot of verbiage) to this end. So much of the early foundational material brass players are introduced to lends itself so well to the task that it almost seems wasteful not to milk every last drop out of it that we can. The past century of American creative instrumentalism attests to the artistic empowerment that a thoughtfully designed integrative approach can achieve, as does everything we know about the bygone ubiquity of improvisation in a European classical tradition which so many college and university music departments claim now to be conserving while conveniently ignoring this aspect of it.

As for the "practicing your mistakes" critique, it is true that technical mistakes are a frequent and inherent consequence of this methodology. Here we arrive at a highly contentious cultural disconnect between musical traditions which value technical refinement and those which permit technical abandon, one on which I fear partisans of each side may ultimately do no better than agreeing to disagree. I myself maintain a foot in several musical circles of each type and can personally attest to the vehemence and thoroughness of alienation that exists between the true believers of each camp. I can at least say that keeping myself happy is much simpler: it involves having concurrent, fulfilling opportunities to express myself in both refined and unrefined technical idioms. There is, of course, no reason to expect quite that much from middle school students who joined the band because their friends did; but then, in that case, there also is no reason to deprive our students of any approach which might more fully develop them as musicians and people simply on account of our own sympathies in one or the other aesthetic direction. That is why in absence of extenuating circumstances I customarily reserve lesson time each week for the presentation both of fully realized material AND creative/conceptual exercises. No student with whom I've been fortunate enough to work for a period of multiple years has failed to eventually achieve aesthetic agency and gravitate rather decisively towards one or the other stream, at which point I invariably attempt to introduce a more focused approach based on their expressed interests and needs, and to lead them on a journey of, if not refinement, then at least consolidation. For me, the task of eliciting such agency from students is no less essential a responsibility than ensuring that they play with proper posture and air flow. Of course this is above and beyond the established role of the private instrumental teacher, perhaps even outside of it in the views of some; but then, who else is there to pick up the slack that a 50:1 student-to-teacher ratio necessarily leaves dangling? Moreover, what good is technique without an emotional investment in its application?

As for that pesky issue of "pure" creativity and the generation of original material, I am not here to claim that it can truly be taught, but I do know that the ability to imitate is a foundational prerequisite that can be nurtured and diversified, namely by exposing the student to as wide a range of musical ideas as possible. Patterning is at once both the best friend and worst enemy of this process, an open-ended, technically and intellectually accessible simulation which is nonetheless a terribly inadequate substitute for exposure to aesthetic history and thought.

To address this deficiency in the process, students who are motivated and prepared to do so can and should "graduate" to greater challenges of realization based on more advanced music theory concepts, and also to transposition of material drawn from "real" pieces they know and love. To make the study of an instrument the locus of this expository-imitative process is not merely expedient in the sense of combining technical and conceptual pursuits into one; rather, this process is itself an essential component of instrumentalism. Any reader who finds that last statement to be an unduly jazz-centric one is again invited to consider the centrality of improvisation to so much 17th and 18th century European art music as well as the more recent propagation of myriad non-jazz improvisatory idioms. And again, I am not saying that every casual student of an instrument ought to be expected to achieve mastery at extemporization; what I am saying is that the non-improvising chamber musician is just as much the historical anomaly as the non-improvising lead trumpet player and that we truly need many fewer of both than we have.

If I have put forth more than a few seemingly-radical claims about young students, I trust even so that the confluence of the conceptual and the technical is quite a bit less controversial when it comes to aspiring and current professionals. The ability and willingness to transpose large chunks of pitch material is in fact an absolutely essential prerequisite to the refinement of professional-level technique and repertoire. I must be clear that, as opposed to "sight-transposition," I am referring to "mind-transposition;" in other words, to more or less the same "realization exercise" detailed above but utilizing more complex material and more of it.

The reasons for this are simple. First, to be ideally secure with passages in either extreme of register, the player must be secure in the same passage made yet more extreme; and yet if the only interval by which the player is comfortable transposing is an octave, this aspect of preparation is by definition completely unavailable to them. Additionally, in order to truly balance out our playing experience among all keys, we must in fact "practice keys;" that is, we must occasionally have periods where we play lots of material in the same key. (How's that for isolation of skills?) As anyone so inclined can attest, practicing keys is both less productive and less fun when we are limited to raiding IMSLP or our school's music library for centuries-old pieces we really don't care about. If we allow our weaknesses to force us down that road, we in fact miss a golden opportunity to consolidate our burgeoning agency and identity by revisiting music that is important to us and repurposing it. The exposure effect is a good thing as long as we are exposing ourselves to the music we love! The inevitable discovery of quite unexpected, purely technical resonances between familiar pieces and unfamiliar keys is also very constructive.

And so, remember all those technical "mistakes" the eighth grader made trying to figure out simple patterns based on verbal instructions? Remember how combining so many tasks into one worked so thoroughly against the sacred cow of isolation? Well, if it's not too harrowing a thought, let's imagine that he is now a Masters student in an exclusive university tuba studio. He has aspirations of winning a playing job and his practice log has grown to Gladwellian proportions, burying any memory traces of this youthful flailing underneath a heap of more positive technical reinforcement. All of those foundational patterns kept reappearing, though, in his music, in his undergraduate theory classes, and eventually in his own mind. Ditto the full gamut of scales, chords, and pitch sets. This material, all of it, has become so familiar, its technical challenges so inconsequential, and its intellectual demands so seemingly lightweight, that he will not waste one second or make one purely realization-based error when it comes time to practice Bydlo in A or The Ride in B-flat. Some of his classmates only discovered that approach late in college or even in graduate school, by which time their accumulated experience made a midstream change of orientation even more difficult. And so in the time it takes the trombone player two practice rooms down to hand copy the exposition of a Bordogni vocalise up a half-step, our man has warmed up his chops and brain alike by playing it in all twelve keys, low to high, without a hitch, and is on to something more pressing. He has an audition next week and is both training on a wider array of material AND making fewer mistakes in his daily practice than even some of his technically superior competitors; indeed, the ones he cannot outwork he has outsmarted. Nor is he losing sleep over the diagnostic exams for the DMA programs he is applying to: he has long since forged a permanent intellectual connection between his instrument and his academic music classes by immediately applying theory directly to the horn and eschewing the cult of pianism to read through passages of historically important scores part-by-part.

If he had waited for just the right moment to do all of this instead of simply seizing the moments he had, he would not have begun recognizing these same ideas in the music he was performing in band, orchestra, brass ensemble, chamber groups, and solo recitals. And because he was constantly performing with these and other groups, he did recognize them over and over, he internalized and retained the concepts quickly, he was never at risk of forgetting them as long as he was playing regularly, and he didn't have to waste face time refreshing his memory. Most importantly of all, he has not listened to himself practice dry scale exercises for many hours a day for many years; rather, he has listened to himself play a few scales here and there, dwarfed by a tremendous amount "real" music that he chose because he loves it. This means that whenever he composes or improvises, "real" music is what comes out, not the empty technical displays that lead so many listeners to misguidedly condemn technique as an artistically destructive force, thereby truly completing the circle of ignorance that the first published book of scale patterns started.

Anyone who thinks that last part sounds like it issues from the bitter memoirs of a broken down dabbler who loved playing but hated practicing thinks this solely out of fear. They fear breaking with the conventional wisdom that has always been there to comfort them, with the advice of so many teachers they respect and identify with, and with the faith instilled in them by these mentors that scales are The Way. They fear the loss of simplicity and comfort that reductive solutions have always provided and the ways this loss forces them to come to terms with the complexity, ruthlessness, and incomprehensibility of the real world. They fear last minute audition announcements which prescribe scales to be played, announcements which in reality only ever issue from academic music departments and high school music camps whose appetite for expedience and conformity is no less voracious than that of overburdened public school educators, who at least have a better excuse. They fear forgetting how to play their scales because they don't ever think about them unless they are actually playing them; they could have avoided this by taking a creative musician's approach to the horn rather than the trained-monkey approach, but they were spoon-fed the latter from tweendom and were never allowed, much less encouraged, to question it in any meaningful way. I am questioning it on their behalf, then, not out of hate as it may seem but out of love.

The graduate tuba student scenario above is dramatized and idealized, but only mildly. It is partly autobiographical too, but also validated by a great deal of subsequent real world experience. I for one find it hard to believe that eighth grade band is much more than a distant memory for most of us who have subsequently spent years or decades honing our instrumentalism under the tutelage of master teachers; I do know, however, that I have had many academic classmates and professional colleagues for whom the transposition of standard orchestral excepts, and sometimes even of simple tunes, is not so simple a proposition. Unfortunately, the twin conceits of "hire education" and an American meritocracy both fail us rather spectacularly here. If either of these things were real, would all those "master teachers" have so thoroughly neglected to develop their students along the lines I have enumerated? Considering that the vast majority of paying work for tuba players (i.e. teaching or entertaining) can be (and dare I say is) obtained as easily by novices as by experts, there effectively exists no material incentive for us to pursue the avenues I have laid out as thoroughly as I have laid them out. We can no longer expect, if we ever truly could, the material conditions under which we live to create this incentive on our behalf. Meanwhile, the individual initiative and altruism of the self-directed artist are beautiful things wherever they arise, but these are exceptional qualities and cannot be relied upon to initiate change on anything resembling a mass scale.

I more than enjoy receiving the occasional frantic phone call from a bandleader whose tuba substitute the night before could not read or improvise from a lead sheet; I also rely on those calls to keep coming in order to pay my rent. If more tubists could do this as well as they play orchestral excerpts, I would have to make up for the lost work some other way. Even so, as one of those altruistic, self-directed types, it is my greatest wish for any aspiring professionals reading this article, and current ones for that matter, that they might be motivated to stretch themselves out in the ways I elaborate here first and foremost out of a desire to do justice to whatever music is important to them, and only secondarily to be able to get playing work any way they can while waiting for the next orchestra or military band vacancy to be announced. Having said that, if the latter is indeed as decisive a step towards functional musicianship as the classical brass community is willing to take, then we should take it: anything to hasten the collective realization that a more creativity-centered approach is also a more technically rigorous approach.

Until then, I expect that technique-without-scales will remain a man-without-God question for many musicians and teachers, as I am reminded every time I attempt to broach this issue with those given to leisurely paddles down classical music's main stream. My reaction against this state of affairs is of course highly personal, but nothing I'm saying here is either radical or arcane. If it seems to be either of these things, this is merely symptomatic of the advanced stages of a period of pedagogical hyper-reductionism driven ultimately by forces far beyond the scope of this paper. I am occasionally given hope that much of what I've said here simply actualizes good intentions that already exist, certainly in the heads and hearts of many educators I've spoken with in person, and even in some otherwise counterproductive standards-based learning models. There can be no doubt, though, that it is a more challenging road for both students and educators than the various triangulated compromises that have come to predominate in its place. Failure is an essential part of learning, but today it is also grounds for depriving career educators of their livelihoods. In light of that and other such postmodern impasses, I'm inclined to own the "idealist" label here and admit that I'm asking a lot of my colleagues in various other metiérs. I can assure you, however, that you will always find me walking the walk, and no matter which side of the stand I happen to be on at the time.

1. See my Operating in the Affirmative (entire) and MFA Graduation Recital Program Notes, pp. 24-33.

04 April 2016

The First of the Rest


Early last spring, spurred on by a band director's curious statement as reported to me by a mutual student, I sat down to write my next pointed tract on the relationship between technical and creative musical development. My greatest initial trepidation therein stemmed from the danger of slipping into needless reprises of arguments which I had already presented here and elsewhere several times over. Yet even as such fears melted away in the face of fresh insights, a new problem presented itself: while the line of development was clear in my head from the outset, the task of fleshing out each small detail of the argument suddenly seemed inexhaustible; the simplest statements of position on a particular matter led to multiple pages of excursus on all manner of peripheral details, musical and otherwise, details which I had never intended to dredge up but which the offending statement itself had shown could not be taken for granted. Indeed, the realization that nothing could be taken for granted quickly displaced the particulars of the incident as the impetus behind the essay, and at this point the task seemed too broad.

The paper I had envisioned writing was hence threatening to take on dimensions all out of proportion with the real salience of the theme. In short, I found that I was no longer capable of addressing the obstacles faced in refining and enriching our pedagogy without being burdened by their rootedness in so many intractable real-world questions which otherwise have nothing whatsoever to do with music. This came as a particular shock to someone who for the bulk of his formal education would simply stop writing when he felt intuitively that he was finished, who consistently turned in papers that were a half-page short of the prescribed minimum length, who repeatedly dared his instructors to blink, and, if I may brag a bit, succeeding without exception in doing so. Then one day, all grown up and having become thoroughly burdened and preoccupied with "adult" concerns such as feminist separatism in the arts, cultural co-optation, the ethical dimensions of aesthetics, and so on, this student opened up an already sprawling text file on his laptop and was overtaken seemingly in an instant by a classic case of paralysis-by-analysis. There was at that point no possible way for me to continue with the arduous project I had begun, not even if it has yet to entirely cease appearing as the logical and necessary next step in the portion of my life's work concerned with education.

This only feels like a setback. It certainly looks like a setback as far as the right sidebar of this blog is concerned. In reality, it is a realization that had to be made in order for me to move ahead, final confirmation of something I've known for a long time but haven't been willing to fully accept: that everything I've written prior is fundamentally naive, no matter its learnedness on particular subjects here and there; that I've learned just enough to emerge from naivete but not nearly enough to be considered wise; and that until I obtain the requisite book smarts, everything I write subsequently will issue from the middle ground between these two poles, which is the absolute worst place to be in every way both as a thinker and as an artist. And so as most anyone else would, I did initially absorb all of this as a setback, emotionally at least. This is the primary reason for the long silence here. The other reason is the immense amount of time I have been investing in offline reading projects with an eye towards pushing through this impasse. (Against my better judgment, I am now tracking all of this through a Goodreads account if anyone wants to make contact there.) There is not much for me to write passionately about right now other than to post book reports on esoteric authors as a way of laying my proverbial nuts on the floor. Having read plenty of these book reports in the course of my first decade of blogging, I've chosen to forgo this thirtysomething rite of passage until I've had time to digest the material and conceive some more original insight.

Such it is that the final nail has belatedly but inevitably been hammered into the coffin of my intellectual adolescence, of which there can be no doubt this blog has served as the focal point since its inception. I do not intend to give up blogging, nor to cease raising the occasional ruckus over mainstream music education's myriad vicissitudes of expedience, but it is high time to admit to myself and to anyone who cares about me and/or my work that things simply cannot remain as they have been, and that the necessary changes are not all comfortable ones to make.


I remain most interested in and committed to what for lack of another term with greater contemporary currency I must anachronistically continue to call "absolute music," or at least to the ideal of it if that is as far as the skeptic and the populist are jointly willing to indulge me on the matter. Nothing has yet convinced me that the abstract musical experience is somehow pathological or degenerate in any of the many ways it has frequently been made out to be, and I hasten to single out the accusation of escapism for an especially pointed disavowal. Rather, it is precisely because I have always been quite preoccupied with the bigger picture that music has always seemed both overwhelmingly ineffectual as activism and itself vilely disfigured by the weight of being asked to do so much more than it is capable of. Ignorance and/or apathy vis-a-vis the copious observable evidence in favor of this position has always stuck me first and foremost as a profound insensitivity on the part of those who would otherwise like to position themselves as the feeling, humane party to this debate, in contradistinction to the emotionless, tone-deaf formalists1. Whatever the shortcomings of formalism, a blind faith that "music can change the world" in no way follows directly from them. Such blind faiths betray not sensitivity but numbness, not altruism but self-absorption; in other words, they betray precisely the condition which they themselves most customarily ascribe to formalism itself. Perhaps it takes one to know one?

I am, I will confess as if it were not so obvious from virtually everything I've written here, quite sensitive in this way and in other ways too. As a result, it is true that constitutional factors are at the root of my inability to abide the more-is-more aesthetics of so much contemporary art regardless of any of its alleged epistemological (un)moorings that may also contribute. At a certain point it makes no difference to me whether the artist's intentions are manifested as overbearing political content, multidisciplinarity, abuse of dynamic extremes, conceptual provocation, or, as befits the trope, all of these at once and more; eventually my fragile viscera simply reaches overload and I have to sign off.

I see a Hollywood movie in the theaters only every couple of years, and I feel downright autistic from the moment I enter the lobby to the moment I depart it. Contrary to the formalist stereotype, I am hardly oblivious to the calculated emotional roller coaster; rather, I am usually on the verge of tears and simply have to go home and sleep it off in order to come to my senses. The fact that such an overwhelming majority of my cultural compatriots not only willingly endure this but in fact actively seek it out and repeat it compulsively merely confirms that they must be wired differently than I am2. At that point I am tempted to throw up my arms in a conniption fit of relativism and say, "Live and let live! We agree to disagree! It's all so byooo-tiful! " I have certainly flirted with this mindset during the recent dormancy period here, for reasons outlined above. But of course it is difficult (impossible?) to fully live up to this intention, it is an intention which is unlikely to be reciprocated by much of anybody else, and besides all of that, I would say that any time we neglect to unpack what is going behind the scenes of such a contentious issue, we evince a certain apathy that is unbecoming of a socially engaged artist. So let's continue to hash it out, no? I promise that dormancy periods here are only ever temporary, no matter how long they might seem to go on.

The oversensitivity defense certainly is a useful deflection for me to invoke here provided that the prosecution is capable of understanding this term matter-of-factly rather than in the pathologized sense so often invoked by faux-liberals eager to defend their habitual microaggressions. Even if I were a dyed-in-the-wool postmodernist, though, I think that after several years of concert-going in Los Angeles I would still greet the exceedingly rare opportunity to experience live music without the ubiquitous multi-media projections exactly as I do now; that is, with no small amount of relief. As it is, notwithstanding the inevitability of the (very) occasional masterpiece in virtually any idiom, it only seems clearer that the present inescapability of mixed media is a textbook case of turning up the volume of the conversation simply in an attempt to be heard over the chatter of cultural overproduction and oversaturation. If formalists are to be aggressively held to account for their alleged self-referentialism and sophistry, then conceptualists should be at least equally compelled to answer for their various excesses. I would say that they actually should be held to firmer account because the culture within which they operate incentivizes such excesses in wild disproportion to most every other modus operandi. What perplexes non-believers most about formalism is the difficulty of establishing motive; what perplexes about conceptualists is that there are so many motives to choose from that you can never know for sure which ones are real, intentional, or sincere, or in fact if any of these descriptors apply at all3. I think that what I just wrote is absolutely an instance of hating the game and not the player. Hence, as the Theorists would have it regarding more pressing social identity issues, we really do need to see difference here rather than simply reenacting the familiar relativist abdication of judgment, because difference is in fact political in this instance as in so many others. Aesthetic relativism is, as I have written before, both a social grace and a social ill, so let's indeed answer for ourselves even if no one asked and see what insights this exercise generates. Triangulation is most detectable where cheap thrills are appealed to the most shamelessly, but it would be a mistake to pretend that it was not at play elsewhere, including in absolute music itself. To be clear, I am all for cheap thrills; even so, we know what eventually happens to people who eat only junk food.

See how you can be a socially conscious musician without burning effigies of politicians during your concerts? It's not impossible, people. Get over yourselves.


Of course, my frozen essay was not to be about absolute music, activist art, or multidisciplinarity, but rather about particular technical aspects of music pedagogy in young brass players. I'm taking this diversion only to head off the accusation of hypocrisy, that is, the notion that my awakening to the inadequacy of my extramusical learning is an indictment of my previous insistence on absolute music-making. To the contrary, this awakening has only confirmed more strongly for me that musicianship and citizenship are overwhelmingly separate spheres. I've never advocated for ignorance or escapism, just for a necessary degree of compartmentalization as dictated by the facts on the ground. It is a compartmentalization which, in my humble opinion, any human being capable of wiping their own behind ought also be capable of maintaining without spiraling uncontrollably into the nihilism and narcissism of the archetypal Formalist strawman. I certainly consider myself amply capable of this maintenance (I've had some practice), and if lengthy reflections such as this one aren't enough to earn at least a modicum of credibility on this front, then I should probably just give up trying.

I will at least concede that the narcissism is kept at bay far more easily than the nihilism which seems to lurk around every ontological corner4. I suppose it was only a matter of time before nihilism started to penetrate the part of my self-constructed intellectual inner sanctum most explicitly concerned with people; that is, with pedagogy and "The Theory-Technique-Creativity Nexus," which was to be the title of my paper. Disembodied works of art are easier to get along with on a daily basis than people are, even if there's no such thing as perfection in either case. Such it is that I find it (perhaps temporarily, but in any case quite thoroughly) impossible to spill another ounce of effort inveighing against scale nazis, pattern pushers, or passive recreators, each of whose conditions I am now compelled to see as ineluctably contingent upon their wider cultural worlds, and which I hence have no hope of meaningfully reforming, no matter how well-conceived or well-executed my writing on the topic might be. Members of these groups, some of whom I count as valued colleagues and collaborators in other ways, will just have to lie in the beds that they have made for themselves, and I in mine. These people will continue to dominate the pedagogical scene as long as the culture at large continues to produce them in such numbers and favors their paint-by-number expediency over the long road of pan-stylistic internalization. Having reached that conclusion, belatedly it would be fair to say, it is no longer worth my time to agonize over how to best communicate ideas that will not be received with action, even if they are received with a variety of more superficial, ultimately meaningless praises, as some of my earlier pedagogical writings have been. To be sure, I have no illusions of being able to change the larger culture all by myself either. That is a larger task, not a smaller one. But at least an ill-fated joyride in that direction sounds interesting to me; at least I can be stimulated by it; at least I can sound smarter, if not actually be smarter, by investing earnestly and intensely in extramusical learning for the first time since my mid-teens. As friend and bandmate Max Kutner aptly put it in a recent conversation, reading French Theory is great as long as you don't start writing tunes about it. I really couldn't have said it better. I have a different relationship to "tunes" than I do to people, and I think that makes me a scholar, not a hypocrite.

Responding to incredulous, disbelieving rejoinders when I reveal that I have not earnestly practiced scales since 10th grade, that I credit this very intentional decision with helping me get to where I am today creatively on the horn, and that I later discovered a modicum of laboratory support for my youthful conjecture in the form of the "exposure effect" is something which no longer interests me as it once did. I would like to think that thoughtful contributions to this effect could be considered part of good citizenship broadly construed, but at this point it feels more like an entropic blowing of smoke in the direction of old dogs of all ages who are incapable of learning new tricks. Therefore, unless you are my student or otherwise make a conscientious inquiry on such matters, I am done with them for the time being. Let's talk about culture, and then let's "escape" into music-making as whole people and conscious citizens without either forgetting or being limited by what we've learned.


1. By the same token, the next time you see a musician or their work described as "introspective," ask yourself, "Can one become an artist of any caliber, by virtually any value system, without a fair quantity self-reflection?!" I think not, which seals the fact of the co-optation of the term. It also seals the diagnosis of (b)latent sexism when this term is indiscriminately applied to the work of women musicians.

2. On the other hand, Jon Wagner's Contemporary Film Theory class at CalArts not only served as an ideal survey of Critical Theory but also made me realize how easily I could get sucked into Second Cinema. I had to bald-face lie my way into this class, for which the prerequisite is "an abiding interest in film." By the end of it this was only a little white lie. Only Mrs. Stammers' IB Theory of Knowledge has had the impact on my intellectual life that this class has, and it meant a tremendous amount to me to receive a totally unexpected email from Mr. Wagner at the end of the term thanking me for my papers.

3. If no one else who went to CalArts is willing to speak what we all saw, then I will: multidisciplinarity at CalArts is first and foremost a way for third year BFAs to keep in touch with friends from other programs after they all move out of the school-mandated dorm stay and into their own far-flung apartments spanning the seven boroughs of Santa Clarita. Operating in parallel to this surfeit of juvenilia are a handful of graduate students, many of them working professionals and fantastically talented, who seek out the school specifically for its emphasis on collaboration across disciplines. I lost track of all the bitter stories I heard from this latter contingent about how departmental turf wars undermined access to resources they needed to do this work. You may socialize free of charge, but equipment and space cost money.

Contrary to my stated anti-relativism, those who know me offline know that I'm a very good sport about being involved in projects which don't necessarily align with the "absolute music" orientation I outline in this post. At school I almost always had fun performing in multi-disciplinary projects (as I say, I think that was the point of most of them), and occasionally I learned something of enduring value too. Overwhelmingly, though, what struck me most immediately and intensely about the bulk of the multidisciplinary work made at CalArts was its sheer callowness. The work I've seen out here in the postgraduate Real World is only slightly more encouraging, and really, how could its evolution be any more than slight having incubated in such an environment?

While on the whole I wouldn't trade my time at CalArts for anything, this was and is all very dispiriting. How could the social and turf war issues possibly be unrelated to it?

4. Early returns indicate that reading more books is making me less certain about important issues, not more, and hence more readily threatening to toss me to the dogs of nihilism rather than snatching me from their jaws. But at least I've found the ability in early middle age to have fun doing something other than music and sports.

16 May 2015

On Just Getting Through It

If music is truly The Social Art, then the enduring contribution of determinate composition is as a means of managing untenable social situations.

14 January 2015

Teaching Materials – Vertical Fingering Charts

From the department of reinventing the wheel, here are newly cleaned up versions of some charts I like to use with young brass students. Linear fingering charts that start at the "lowest" note and end at the "highest" note are essential for quick reference, but at the cost of obfuscating the actual design and function of the instruments. Vertical charts, meanwhile, are more transparent in this way and thus are essential companions to (not substitutes for) the linear ones found in the back of every band method book.

Though the advent of Google Images has made free materials of this type from around the world almost perfectly accessible, I've never found anything quite to my liking in this particular department, so enjoy my latest contribution to the content-rich life.

The generic treble clef version is potentially important for tuba and euphonium players who, even as casual high school band members, probably will not be able to completely avoid encountering transposed treble clef parts for their instrument. It also is a useful prop in an introduction to writing for brass instruments, though it must in that case be emphasized that the horn is a brother from a decidedly 'nother mother.

PDF files can be accessed here:
Treble Clef Brass