Showing posts with label Evening Class. Show all posts
Showing posts with label Evening Class. Show all posts

Thursday, 19 September 2013

The Grand Staff of Life

The Grand Staff of Life

Transposition for different musical instruments is not as dull as it might sound…
 
Last night was music theory class again and we briefly covered the concept of transposition for different instruments. I had been vaguely aware of murmurings in orchestra in the past about transposing a piece of music for the new trombonist but hadn’t appreciated what all the fuss was about.
 
I am still virtually clueless about this musical mystery but am beginning to feel that it may help my understanding if I try to think of it in terms of social relationships.
 
I may be completely wrong about this; but here goes:
 
I’ll start with the piano. The piano can, it is said, play any note that we in the western world would ever wish to hear. The piano can hold a discussion on any topic at any level; a fascinating individual who, if he wasn’t your friend, you would want him to be. Perhaps someone like Peter Ustinov or Stephen Fry.
 
The middle ‘C’ note on the piano has been named ‘Middle C’ for reasons unknown.
 
Moving on to my violin: I more or less comfortably play the same notes as the right hand side of the piano keyboard. ‘Middle C’ is one of my lowest sounding notes so I can happily hold a meaningful ‘conversation’ with the piano so long as he doesn’t get to deep. If he does, I can appreciate that he is a clever chap; I like and admire what he is saying, but I can’t join in. I may therefore tend to get distracted and start chatting to more like-minded high spirited individuals who are on the same wavelength as me; other violins or maybe the flute.
 
Now the gorgeous cello: The cello has ‘Middle C’ as one of its highest notes so is most content to have deep meaningful discussions with the darker side of the piano. The cello and the violin get on pretty well and are in tune with each other and can chat about middle of the road topics; not too hysterical and not too moody. If the violins and flutes go off on a flight of fancy you can often hear the cello mocking us in the background. We appreciate each other’s full range though because we both love the piano.
 
The viola: Our viola friends have ‘Middle C’ in the middle of their range of notes. That’s enough said about that, but we all get along very well and we call ourselves the ‘C’ instruments.
 
So our group of amazing and adored friends, the ‘C’ instruments, are at a party (orchestra). There are other guests at the party though; exotic and peculiar folk who call themselves clarinetists. We all agree to talk about a subject revolving around ‘Middle C’ – the weather - because that’s what we’re all comfortable with.
 
There we are engrossed in a most enjoyable conversation about the weather; thunderstorms, sparkling sunshine, heavy rain, whistling winds etc. Then a clarinetist pipes up “badgers are nice!”. Now we all think badgers are nice but it somehow seemed the most inappropriate thing to say. The room falls silent.
 
The cello eventually speaks “Ah, my dear friend. We are very happy that you have joined us, but we have all agreed to discuss the weather today.” The clarinetist replies “Yes, I know, I love badgers.” “Hmm,” says the cello “Repeat after me… ‘oh, it looks like rain is on the way’”. The clarinetist obliges “Ah, the badger is wearing pink socks for a change.”
 
Us ‘C’ instrument friends say nothing but discretely roll our eyes at each other.
 
The piano, being a sensitive soul, wishing to relieve this awkwardness, makes an announcement “I’ve got a grand idea… if we just talked about the weather all the time I think the conversation would B flat… let us instead discuss the spiralling cost of welding equipment.” He then turned to us ‘C’ instruments and gave a theatrical knowing wink.
 
The clarinetist, who like all of us, will do anything for the wonderful piano, exclaimed “Oh yes, what a marvellous idea! I love the sight of big fluffy snowflakes falling from the night sky!”
 
The party is once again alive with the hum of congenial conversation and the clinking of glasses.
 
So, right or wrong, that is my current understanding of musical transposition - a way of tricking awkward instruments into compliance and enabling them to join the orchestra party.
 
Apparently it is impossible to do this with bagpipes… oh well.

Thursday, 12 September 2013

Teenagers’ Rules

Teenagers' Rules

The timeless rules of teenagers...
 
It was music theory class again last night and, due to work commitments, the other fully fledged adults weren’t there. This left a class made up mostly of teenagers. It was interesting to note that, in the decades that have passed since I was their age, nothing much has change.
 
 
Rule #1: Completely ignore adults as they enter the classroom, avoiding eye contact at all costs. To achieve this without confrontation requires being engrossed in a highly important task:-
 
1979:
Tutting angrily whilst intently dismantling your 13-colour biro - ensuring that your hair obscures your face completely.
 
2013:
Tutting angrily whilst intently pressing the keys on your mobile phone - ensuring that your hair obscures your face completely.
 
Rule #2: Avoid engaging in conversation with any adults in the classroom. This is achieved by having a conversation with your desk partner. To prevent an adult entering into the conversation, ensure that the chosen topic is one that’s exclusive to your generation:-
 
1979:
You: “What do you think about what happened to Sid Vicious?”
Your friend: “I reckon it’s his Mum’s fault. I bet she had a go at him over what he’s supposed to have done to Nancy.”
You: “Yeah, I reckon old Mrs Vicious is to blame for making him feel sick.”
Your friend: “My Mum makes me feel sick.”
You: “Yeah, same here.”
Your friend: “What? My Mum?”
You: “No. Mine.”
 
2013:
Teenager: “What do you think of the emo band Bullet for my Valentine?”
Teenager’s friend: “I thought they were more like, you know a metal band ‘cos they wear leather and stuff.”
Teenager: “Yeah I s’pose so. Emo’s are like really sensitive and wouldn’t really wear leather.”
Teenager’s friend: “No they wouldn’t would they? Emo’s are like really nice but really sad.”
Teenager: “Wonder what makes them so sad…  probably their Mums.”
Teenager’s friend: “Yeah. Probably their Mums.”
 
Rule #3: Have a plausible reason for not having retrievable evidence that you’ve done your homework:-
 
1979:
You: “I did do it. I was worried that my sister would scribble on it so I hid it in a t shirt and my mum put it in the washing machine.”
Teacher: “Didn’t your mum notice that your homework was inside a t shirt?”
You: “I don’t know.”
 
2013:
Teenager: “I did do it. My mum borrowed my bag to go to Zumba class and it must have dropped out when she was jumping around; then I think the cleaners must have thrown it away.”
Teacher: “Why was your mum jumping around with the bag?”
Teenager: “I haven’t got a clue.”
 
Rule #4: During the class, go to great lengths to ensure that you’re not seen to be remotely interested in the subject matter:-
 
1979:
General sighing, slouching and passing notes containing unflattering comments about the teacher. When the teacher shows irritation, meet him half-way by asking distracting questions: “When you were young, did you dream about being a social sciences teacher at a comprehensive school?”
 
2013:
General sighing, slouching and sending text messages containing unflattering comments about the teacher. When the teacher shows irritation, meet him half-way by asking distracting questions: “Do you think in a hundred years’ time people will still be drawing crotchets with a pencil?”
 
Rule #5: Outward appearance disguises the fact that you are secretly keen to be well thought of. When the teacher states that the homework must be done on time and presented as neatly as possible:-
 
1979:
Cover your exercise book with pristine brown paper. Draw a border around the edge and colour in with felt tip pens – five felt tip pens in fact - five different shades of blue resulting in a stunning gradient effect.
 
2013:
Type up your homework on your iPad, add stunning Photoshop graphics and wirelessly print it to the colour printer before laminating it.
 
The more things change, the more they stay the same.

Thursday, 5 September 2013

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?