Stressed Note

Stressed Note

September heralds the start of the academic year and is the time for many to start or resume evening classes...

 

It is a wonderful thing to engage in personal development, however, this feeling of self-fulfilment often comes with a heavy price.

 

With the first flush of enthusiasm, we happily bounce off into the twilight; armed with pencil cases, colourful ring binders and a mind pinging with the desire to learn new things. Things that WE want to know.

 

As the course progresses, however, we realise that learning new things is difficult and that the level of difficulty increases the further we delve into the subject. We realise that we still have that childish desire for approval and eagerness to impress the teacher. We also realise that, after a long day, we are actually quite tired in the evenings.

 

All this can lead to stress; the effects of which can manifest in a wide range of emotional and physical behaviours. We should be constantly vigilant of the effects of stress, both within ourselves and others around us…

 

I started a ‘Music Theory’ evening class some time ago and last night was the first lesson back after the summer break. I had had good intentions of getting ahead during the holiday but somehow time just slipped away. Last night I was disappointed in myself; having previously mastered drawing the treble clef, it now took on the appearance of a mangled paperclip.

 

We busily and silently worked through question papers; just the sound of scratching pencils, and frustrated rubbing-out. The teacher quietly stalked around the desks; silently monitoring and occasionally pointing at an F#; whispering “Why?”

 

I had finished the ‘identifying intervals’ section and was working my way through the questions on chromatic scales. I then became stuck on a particular question – alto clef, 5 sharps, starting on D (I think). My brain had begun to feel sluggish; I just could not do it. I could feel myself getting stressed but was determined to keep a lid on it.

 

It was then that I sensed that Steve at the desk next to me was suffering from stress too...

First: He started surreptitiously tapping his feet. Clearly agitated.

Then: He started nervously tapping on the desk with his pencil.

Then: He started quietly humming.

Oh dear, I thought, this is all getting a bit too much for him, poor man.

Then: I could then hear him muttering to himself.

Then: It got worse, much worse: tapping and louder muttering, his words becoming more distinguishable now: “The SILver scaled DRAGON…….. with JAWS of fiery RED…”.

He must be hallucinating, I thought, this is really bad.

 

I caught the teacher’s attention. “Are you stuck?” he asked.

“Erm…” I said signalling furiously with my eyes toward poor Steve.

He glanced at Steve then back at me.

“It is a tricky one that. 5 sharps – think about using double sharps.”

I couldn’t believe that he was talking about sharps when there was someone in his class who was obviously deeply distressed.

“Yes, right, double sharps” I said, trying to keep a steady voice whilst grimacing and indicating towards Steve with my head.

 

The teacher made a general announcement: “When you’ve finished chromatic scales you can move onto section 37 – ‘composition of a rhythm to given words’. You’re on that now aren’t you Steve?”

 

“Yep” replied Steve “Is it ok to use compound time?”

 

Right…., I thought, … double sharps, dou…ble sharpssssss….. is it time to go home yet?