Great Expectations

In response to Douglas’ comment from Day Three , I too found listening one of the most beneficial, growth-oriented processes. My teacher, Kenneth Goldsmith, encouraged and (dare I say) required us to go to concerts, not only for the purpose of learning but also because it was our responsibility as students and artists to support each other. Jorja Fleezanis also encouraged people to listen, particularly to singers and great soloists – and that can turn into an adventure in itself.

With so much discussion on the music school curriculum and the need for change, I’m curious now. I too have found that the hours in piano class now seem pointless, but I wonder why we were all required to take class piano. Was this so that we would all be able to read scores and study them? To have the ability to play with students like the “old guys” did? To make us “complete musicians”? Are there any thoughts on this?

It is very interesting to see that someone has brought up the factor of “politics” (power, secrecy, change) upon our futures. There was one person who was incredibly wise in her advice to students “on the road”. Her advice?

1. Of course, come to rehearsal prepared – over prepared, if need be.
2. Obey protocol (which goes into accepting the fact that it may be difficult to do so).
3. Don’t be the backstage soloist.
4. Be very careful in forming friendships during the first year.

In response to Beth’s comments about cultivating a positive atmosphere: I too have strived to remain amicable in many situations, but I must admit as we all can that doing so can be incredibly difficult. Maybe the key is to remember that we are, in these situations, all a part of one big ship and if the ship sinks – particularly these ships – there are no lifeboats.

We are all blessed to be able to support ourselves through our “art”. I too have had conversations with colleagues: “I first thought I’m so looking forward to being in a great environment and making great music with my colleagues – and now I say it’s a job and I’m lucky to have it,” one said years ago. While still auditioning now, I do have to say that I would not trade what I have now for anything else.

Regarding how Beth “met the challenge “: “I made a pact with myself that year that I would try to engage myself in other non-musical ways to create a more meaningful experience for myself and for the orchestra”. Congratulations. It would be very interesting to see more of that happening, particularly since there are many among us who are able to make real connections with people.

With that comes a question that is somewhat overlooked and I am somewhat pained to ask: what exactly are the extramusical expectations of ethnic “minorities” in this business? Where is the line between serving a cause higher than the self and dare I say “being used”? Is this a question that should be asked by all musicians and everyone involved in the health of an organization? This has always been a volatile topic and it is particularly in smaller cities.

[Update 1:53 ET] Having read comments on the realities of playing pops and educational concerts: I too did my undergraduate at a large state school and was told of that reality by the choral director/conducting teacher. It is amazing, however, to see the attitude that can go into playing those concerts. Yes, playing a large number of nonsubscription concerts can seem like the salt mines; nevertheless (and it’s very difficult for me to remember this, too), there are many people who may be hearing orchestral music for the first time during these concerts. Personally, I have a special relationship with these concerts because it was through seeing one of them (and other factors) that I decided to play the violin.

The San Antonio Symphony seems to be on to something: in the past few weeks we have played both educational concerts and done performances with other organizations in the city that have been challenging, with very well-thought out programs, and attended with great anticipation. The education concerts given in Fort Worth were also met with delight from both the children and faculty in attendance.

The time between graduating and landing a job: If there is anyone who is close to ending their “formal” studies: keep going to workshops and festivals, keep sharp for yourself, chase opportunities, and keep it all in perspective. With all of that, do realize that the goal has to be in sight at all times – it can be so overwhelming getting wrapped up in “doing” that one can forget what it is that one is really trying to do. Many students, upon graduation, have formed their own organizations with their colleagues – not only to “enrich the cultural landscape of their communities” (yes, I wrote press releases) but also to keep themselves sharp. This does, however, require a lot of dedication and enthusiasm from everyone involved.

There are people who land jobs immediately, and there are people for whom it takes a very long time. Be not discouraged. “Landing the first job” is only the beginning of many highs and lows, as we’ve all seen from the comments posted this week.

Regarding our effect on children, our true role as educators: In one of the biographies Yehudi Menuhin is quoted as saying that “we should all carry ourselves in a way that shows dignity (?) to our profession.” Myself, I had no idea that I could have an effect on someone until after one year one of my students not only really started practicing but has also decided, after spending one summer in a music festival for which he almost did not audition, to major in violin. Whether or not he “becomes a professional musician” is pointless – it is amazing to see how showing someone a work-ethic and having him maintain a standard for himself can change someone’s life.

This has been the most enlightening week! Would it not be great to continue?