The other day I found this quote, hidden among old papers:
"A real musical culture should not be a museum culture based on music of past ages...It should be the active embodiment in sound of the life of a community--of the everyday demands of people's work and play and of their spiritual needs." [Wilfred Mellers]
It makes sense that it struck me, and that I saved it,
because many many years ago, I made a resolve:
My piano teaching would strive to nurture musicians,
not robots decoding notation according to tired rules of musical proper-ness. Any child in my studio would be held to the high standard of thinking for himself, musically and otherwise,
and have herself a musical experience.
Little did I know that this journey would take me
into piano time with 3 year olds,
who sometimes sit under the piano more than they sit at it.
Believing in my gut that the chaos of a child directing his own learning really does lead to the most deeply meaningful moments, there have nevertheless been days when I've left my studio wondering if anything productive was occurring, or if I should just close up shop. Because the very simple truth about allowing children to think for themselves is that you have to let go of control. You have to let things get messy. And messy looks bad.
But then, over this past month, I was given a gift.
As my studio of little ones [newer to me]
and older ones [long with me]
prepared for our year-end recital,
I heard many statements such as these:
"I wrote a song to play in the recital."
"I think I want to change this part..."
"I've got this..."
[as in, "go sit over there, I don't need you"]
Etc.
There have been compositions,
complex and interesting.
There have been arrangements of pieces, with justifications of
--"I added a better ending"
or
--"I didn't really like it this way, so I changed it..."
There has been figuring out songs from popular movies
[Anybody heard of Frozen?] and arranging them in Medleys
[or, as one of those creative ones insisted upon,
a Milly-dally-delly-didaly-doo...]
And as each one rolled his or her way to the piano yesterday,
I saw with my own eyes:
When you allow children to decide what quality means in their own way for this particular season of their understanding, while also providing them with a model of what that looks like for you and tools for how to do it for themselves, you come up with musicians, sure, and true, and proud.
It's active embodiment alright, of persons fully alive.
And this piano teacher is the proudest,
of all of their beautiful moments;
and the most grateful, that with me they are shared.

