Learning to play an instrument and delving into music is fundamentally an experiential journey, a truth recognised by proficient musicians, particularly those who've embraced a more natural, less structured approach during their initial learning years. They attest to the organic, non-linear growth of their skills and knowledge.
At the heart of musical learning lies the ear, attuned to recognising melodic, harmonic, and rhythmic intricacies. When the ear resonates with a particular musical element, the desire to replicate it emerges, propelling the musician to manifest the idea in tangible form.
While numerous time-tested methods exist for mastering instruments, methodical practice remains a cornerstone for skill development. Yet, educators must avoid the pitfall of assuming this organised path as the sole route to musical proficiency.
Rather, musical inclination should guide the process. Exposure to inspiring music should fuel learning, with methodical approaches playing a supporting, less overt role. The student's connection with the instrument and musical expression should dictate the journey.
Traditional Western music education often confines learners within narrow frameworks, neglecting individual exploration and the evolving nature of musical interests. This rigidity risks alienating students from their own musical expression.
Educators, often products of this system themselves, may inadvertently lean towards a cognitive approach to teaching, overshadowing the joy of organic discovery. True musical education thrives when students are enticed by musical experiences tailored to their interests, guided by teachers who understand the essence of music lies in its practice, not just in theoretical constructs.
The power of imitation, both sonic and physical, is paramount in music teaching, offering students insights beyond technique into the emotional depth of music. A proficient teacher cultivates a supportive, playful environment that nurtures students' self-learning instincts and shields them from self-doubt.
Education, including music education, is inherently human, not mechanical. Teachers should facilitate learning rather than dictate it, embracing diversity and individuality to foster creativity and exploration.
Testing, while useful for reflection and goal setting, should not overshadow the process of learning itself. Like setting goals in sports, assessments offer specific benchmarks but should not overshadow the broader, holistic development of musical prowess.
A poignant anecdote:
In Death Valley, renowned for its extreme aridity and desolation, life seems improbable amidst scorching temperatures and parched landscapes. The initial impression is one of barrenness, where survival appears implausible.
Yet, intermittently, torrential rains transform this seemingly lifeless terrain into a breathtaking spectacle. Following these downpours, the desert blossoms into a vibrant tapestry of flowers. Seeds, dormant for years, suddenly take root, giving rise to a profusion of lush blooms. What once seemed devoid of vitality reveals itself to be teeming with potential and beauty.
Is it a miracle? No, rather, it's a testament to how the right conditions can awaken dormant life with resplendent vitality and joy.
Hein Van de Geyn, March 2024
