Showing posts with label CLASSICAL. Show all posts
Showing posts with label CLASSICAL. Show all posts

Monday, June 25, 2012

Sermon to the Fish From Mahler's The Youth's Magic Horn

St. Anthony arrives for his Sermon
and finds the church empty.
He goes to the rivers
to preach to the fishes;

They flick their tails,
which glisten in the sunshine.

The carp with roe
have all come here,
their mouths wide open,
listening attentively.

No sermon ever
pleased the carp so.

Sharp-mouthed pike
that are always fighting,
have come here, swimming hurriedly
to hear this pious one;

No sermon ever
pleased the pike so.

Also, those fantastic creatures
that are always fasting -
the stockfish, I mean -
they also appeared for the sermon;

No sermon ever
pleased the stockfish so.

Good eels and sturgeons,
that banquet so elegantly -
even they took the trouble
to hear the sermon:

No sermon ever
pleased the eels so.

Crabs too, and turtles,
usually such slowpokes,
rise quickly from the bottom,
to hear this voice.

No sermon ever
pleased the crabs so.

Big fish, little fish,
noble fish, common fish,
all lift their heads
like sentient creatures:

At God's behest
they listen to the sermon.

The sermon having ended,
each turns himself around;
the pikes remain thieves,
the eels, great lovers.

The sermon was pleasing,
they all stay the same!

The crabs still walk backwards,
the stockfish stay rotund,
the carps still stuff themselves,
the sermon is forgotten!

The sermon was pleasing,
they all stay the same!
 

Sermon to the Fish From Mahler's The Youth's Magic Horn

Wednesday, February 08, 2012

The trip that sank before it sailed

The trip that sank before it sailed:

How retired CPS teacher Judy Dever got ripped off of a cruise when Symphonic Voyages went bankrupt.

Cautionary tale.

Tuesday, December 06, 2011

Primal Light from Mahler's The Youth's Magic Horn

Urlicht - Primal light

We hear a lot of classical music, vocal music sung in foreign tongues. Every once in a while, I look up what's actually being sung, and came across this remarkable and strange piece of poetry from Mahler's famous work, Das Knaben Wunderhorn, the Youth's Magic Horn. It reminds me a bit of the woman who pursued Jesus for healing, and wouldn't be dissuaded, or the centurion who did the same, and many, many others....

O little red rose,
Man lies in greatest need,
Man lies in greatest pain.
Ever would I prefer to be in heaven.
Once I came upon a wide road,
There stood an Angel who wanted to turn me away.
But no, I will not be turned away!
I came from God, and will return to God,
The loving God who will give me a little light,
To lighten my way up to eternal, blessed life!

Thursday, January 27, 2011

Digging deeper into visual learning style:
The story behind Violin Scale Charts™

This piece was also posted on violinist.com Tuesday, February 1, 2011


Eyes are vocal, tears have tongues,
And there are words not made with lungs.
Crashaw

The gaps are the thing. The gaps are the spirit's one home, the altitudes and latitudes so dazzlingly spare and clean that the spirit can discover itself like a once-blind man unbound. The gaps are the clefts in the rock where you cower to see the back parts of God; they are the fissures between mountains and cells the wind lances through, the icy narrowing fiords splitting the cliffs of mystery. Go up into the gaps. If you can find them; they shift and vanish too. Stalk the gaps. Squeak into a gap in the soil, turn, and unlock -- more than a maple -- a universe.
Annie Dillard

In the beginner's mind there are many possibilities, but in the expert's mind there are few.
Shunryu Suzuki



Th ink, if you will, of Beethoven.

Do you hear G - G - G- Eb----------?

Or do you see that face: eyes piercing, hair tousled, mouth scowling?

Either way, you activate your 'right brain.'

It's this side of your brain that had historically been overlooked in the traditional academic presentation of lectures and reading, employing left brain and linear thinking, but today many modern educators realize just how productive right-brain, visual, holistic learning can be. They take steps to incorporate it into the learning experience.

As Linda Verlee Williams notes in her book Williams Teaching for the Two-Sided Mind (Touchstone Book: "Visual thinking [should not be only] associated with the visual arts and relegated to a single area in the curriculum; it [should be considered] a part of every subject because it is a basic way of obtaining, processing, and representing information. To ignore its role in any subject is to fail to train students in its use and to deny to those who are primarily visual processors the opportunity to learn in the mode which comes most easily for them."

"Any subject" can even include the 'sound' and serial note world of music, I learned as a Suzuki parent.

Supplementary scales

Expanding on our regular Suzuki regimen, our teacher, Susan Rozendaal, assigned scales to my daughter, Sharika, then 9. To aid her learning, I devised a simple, visual chart of the notes, much like a chord chart common in the guitar world. I used the Hypercard program for the Macintosh -- a graphics and text processing program. Each week she would be assigned a new scale, and each week I would draw up one new chart. I titled these, simply enough, 'Violin Scale Charts.'



So, instead of presenting the information serially, (left brain), as traditional notes on a scale, or aurally, on tape, as pure sound to imitate, Violin Scale Charts™ presents the scale and arpeggio information as a simple (right brain) picture, a map of where to put your fingers.

Sharika used these charts regularly. Her tone, confidence and specifically, `4' finger were noticeably enhanced.

When our Suzuki teacher happened upon my charts in the pile of Suzuki volumes, Applebaum, Auer, Dofflein, Schradieck, Trott, and Wohlfahrt, at our weekly lesson, she said `What a great idea! You must publish these!' Flattered, and thinking that the worst case scenario would be that my daughter would have a full, finished set, I set about to develop a complete set of scales and arpeggios, two octaves, major and minor keys.

Preparing the charts was a formidable task. Just as there is no one way to process information, I learned there was no one way to present scale and arpeggio information. Therefore, I began the Violin Scale Charts™ with the following preface:

While every effort has been made to make this graphic reference work authoritative, it must be noted that there is no single, one and only, and exclusively "correct" way to finger a scale. Different scale passages in different repertory may call for different approaches. Different scales may be, and in fact, must be, played in different positions, different finger patterns from time to time. On an even more individual level, one player's high "3" may be another player's low "4." G major is a good example. Some violinists ascend on open strings D, A and E, and descend using "4" for those notes. This is the most common teaching. Nevertheless, other players go up and down with "4." Still others go up and down with open strings. You see what we mean, of course . . .

These elementary level Violin Scale Charts open the door to various positions and finger patterns. By all means, experiment. Should your teacher differ with anything presented here, please follow his/her approach. What's the position of your editors, you say? As you play through the book, you'll notice your editor has stressed the use of "4" versus open strings in order to develop your facility and confidence in this often called for, and sometimes insecure finger. Indeed, one of the greatest benefits of using Violin Scale Charts, especially at the elementary level, will be to build a strong and secure "4" finger, a more beautiful tone, and stronger and more confident expression.

After all, as a musician who happens to play the violin, expression is what you are all about anyway, isn't it? Have fun with these charts. They will make you a more expressive, more confident musician.

My initial effort was edited by teachers at the Music Center of the North Shore (Chicago), and Washburne Middle School, both of Winnetka, Illinois, including Enid Cleary, Milton Goldberg and Kathleen Paramore.

Hands across the water

Subsequently, two fellow denizens of the Internet global village also made significant and creative suggestions of their own: Klaus Pfefferkorn, Conductor, Bludenz Youth Orchestra, Bludenz, Austria and Christopher Hoff, Violinist and Attorney-at-Law, Germantown, Maryland.

Next step was to make the Charts available to the larger violin world. A mailing to Suzuki trainers and teachers yielded positive results. The large catalog company, Shar Products, expressed interest in carrying the project if I would develop mailers, which I did. Finally, reaching out to string players around the globe, the Violin Scale Charts™ worldwide web site debuted in 1995:

http://sarkett.com/vsc/violin_scale_charts.shtml

The Violin Scale Charts™ are now used by players across Europe, North and South America, remote islands of Hawaii!, Australia, the Far East. It is offered by major distributors such as Shar Music.

What is it about this presentation of scales and arpeggios that makes it effective and helpful? Actually, there is a good bit of educational psychology behind it, the power of right brain learning, though I didn't realize it per se when I was drawing up these charts.

Developing the inner eye

It was in 1865 that Paul Broca reported that injuries to the left side of the brain almost invariably produced speech disorders while injuries to the same area of the right hemisphere did not. His report was confirmed, in 1874, by German researcher Carl Wernicke. A number of researchers followed in their footsteps, but the next major ground-breaking study came in the early 1960s when Cal Tech's Roger Sperry performed a series of operations which made it possible to study the two brain hemispheres in isolation from each other. His work received the Nobel Prize in 1981.

Sperry was working with patients affected by severe epileptic seizures. Sperry believed that by cutting the thick bundle of nerve fibers (200 million !) connecting the two brain hemispheres he could prevent the seizure from spreading from one hemisphere to the other. Subsequently, he and his team conducted a series of subtle experiments to identify characteristics of the right and left brain hemispheres. Briefly summarizing this complex work, he identified the sides of the brain with the following functions:

Left Hemisphere
Right Hemisphere
Verbal
Spatial
Parts
Patterns
Language
Musical - Visual
Serial processing
Holistic processing
Analytical
Relational, constructional


While subsequent research indicates a much greater complexity within the hemispheric model, (e.g. ability of the right hemisphere to process words, individual variations, variations for left-handed individuals, male-female variation), nevertheless, a path was cut through the mysterious forest of brain function. The importance of the right hemisphere, i.e. musical, visual, spatial mental processing was laid down.

The implications for education cannot be overstated, and in the last 30 years or so, extensive changes have been made to incorporate visual learning into our school systems. Students today, as a matter of course, supplement book-lecture learning with the production of charts, graphs, artwork, and demonstrations. Film and video are considered teaching tools no less than books and monographs, and in some case, possibly superior in their ability to make a lasting impact on the mind's eye.

As author Williams Teaching for the Two-Sided Mind (Touchstone Book) notes, it all begins with seeing. Students must learn to see, they need to know what to look for, and how to interpret what they see. Next, they need to learn to represent information graphically. Some information, such as the spatial relationships between notes in a scale or arpeggio, can be better represented in a picture than via a verbal description. Finally, students must develop their inner eye. Visualizing helps with a wide variety of tasks that go beyond scales and arpeggios, and include remembering information, spelling, math, and solving problems with spatial relations.

From this base, they may gain facility with fantasy, metaphor and self-expression in any mode, including old-fashioned, left-brain, verbal. They may integrate and maximize the dual functions of the brain for maximum creativity and productivity.

Not just for kids

Interestingly, though Violin Scale Charts™ was developed for a young Suzuki student, many of the users are adults.

While Suzuki has traditionally been a children's program, I believe it holds potential as an adult enrichment educational experience as well. From my experience in corresponding with and talking with adult string players around the globe, mature learners -- adult beginners -- are some of the most interested, motivated and passionate musicians around. They are hungry for tools to realize the sounds that are bursting forth in their inner ears.

The other beneficiaries are traditional Suzuki parents. "All my students use Violin Scale Charts™ . . . parents benefit, too!" Laura Polick, Violin Teacher, Wheaton Suzuki Institute, Wheaton, IL., wrote me some years ago. Some parents may lack music and music theory training, but pictures -- well, anyone can understand a picture, it seems. Anyone can read a map. They can see what is to be played, and they can easily enough repeat it on the violin themselves, or check to see if it is being played correctly by their young Suzuki musician. For many parents, the material is less forbidding, less technical if it is presented in a picture.

Summarizing, visual thinking is so basic a part of our daily lives that we use it all the time, whether we are aware of it or not. Violin Scale Charts™ presents another way to literally look at musical information. It takes advantage of everyone's ability to learn through seeing pictures. It is especially helpful for the predominately visual learner, the adult beginner and the Suzuki parent. Finally, it stimulates whole brain productivity, and opens the door to the larger world of fantasy, metaphor and self-expression.

As Lao-Tzu advised so long ago in the Tao Te Ching:

            Give them Simplicity to look at, the Uncarved Block to hold,
            Give them selflessness and fewness of desires.


John A. Sarkett may be reached at jas@option-wizard.com or Violin Scale Charts™. Technical research for this feature was provided by educational psychologist Karen Kurtzon, M.S., Evanston, Illinois.



LEARNING STYLES
VISUAL Clues VISUAL Learning tips
NEEDS TO SEE IT TO KNOW IT USE OF GRAPHICS TO REINFORCE LEARNING: FILMS, SLIDES, ILLUSTRATIONS, DIAGRAMS
STRONG SENSE OF COLOR COLOR CODING TO ORGANIZE NOTES AND POSSESSIONS
WRITTEN DIRECTIONS
LIKELY ARTISTIC ABILITY USE OF FLOW CHARTS AND DIAGRAMS FOR NOTE-TAKING
DIFFICULTY WITH SPOKEN DIRECTIONS VISUAL SPELLING OF WORDS OR FACTS TO BE MEMORIZED
TROUBLE FOLLOWING LECTURES USE OF FLOW CHARTS AND DIAGRAMS FOR NOTE-TAKING
AUDITORY Clues AUDITORY Learning Tips
PREFERS TO GET INFORMATION BY LISTENING - NEEDS TO HEAR IT TO KNOW IT USE OF TAPES FOR READING AND FOR CLASS AND LECTURE NOTES

DIFFICULTY FOLLOWING WRITTEN DIRECTIONS
LEARNING BY INTERVIEWING OR BY PARTICIPATING IN DISCUSSIONS
DIFFICULTY WITH READING HAVING TEST QUESTIONS OR DIRECTIONS READ ALOUD OR PUT ON TAPE
KINESTHETIC OR HAPTIC Clues KINESTHETIC OR HAPTIC Learning Tips
PREFERS HANDS-ON LEARNING EXPERIENTIAL LEARNING (MAKING MODELS, DOING LAB WORK, ROLE PLAYING)
DIFFICULTY SITTING STILL FREQUENT BREAKS IN STUDY PERIODS
MAY BE VERY WELL-COORDINATED AND HAVE EXCELLENT ATHLETIC ABILITY TRACING LETTERS AND WORDS TO LEARN SPELLING AND REMEMBER FACTS
CAN ASSEMBLE PARTS WITHOUT READING DIRECTIONS EXPRESSING ABILITIES THROUGH DANCE, DRAMA, GYMNASTICS, ETC.
LEARNS BETTER WHEN PHYSICAL ACTIVITY IS INVOLVED USE OF COMPUTER TO REINFORCE LEARNING THROUGH SENSE OF TOUCH, MEMORIZING OR DRILLING WHILE WALKING OR EXERCISING




This piece was also posted on violinist.com Tuesday, February 1, 2011

Sunday, January 09, 2011

Digging Deeper like the name of the blog says: so why is it we love music so much?

Love music? Thank a substance in your brain

What is it about Bach, Beethoven, Brahms and Bartok that makes us feel pleasure? Turns out the sounds they create makes the brain release a chemical that gives us pleasure, a new study says.

The brain substance is involved both in anticipating a particularly thrilling musical moment and in feeling the rush from it, researchers found.

Previous work had already suggested a role for dopamine, a substance brain cells release to communicate with each other. But the new work, which scanned people's brains as they listened to music, shows it happening directly. More....

Friday, December 17, 2010

No one "dug deeper" to find the musical meanings than Carlo Maria Giulini

Came across mention of a newly published (2010) biography on a former Chicago luminary: Carlo Maria Giuilini. He was guest conductor of the Chicago Symphony Orchestra, back in the golden days of 1960s, 1970s.

I read the book with interest. Then I listened to his recordings again, what a revelation.

Even before the 24/7 age of Twitter, Facebook, CNN, CNBC, cell phones, iPads, smart phones, emails, IMs, and all the rest, before there was an Internet, here was a man who insisted on taking enough time to sequester himself, to think, to study, do the job right. He often worked extensively with the string section of an orchestra on bowings, something many other conductors gave little thought to. But Giulini was himself a viola player. He knew how important these things were to get the "sound" he was after. Furthermore, he purposely limited his repertory to those works he could master. He purposely limited his time on stage to seven months per year so that he could spend the remaining five months studying, to be better.

His aim: music that touched the soul. He eschewed flash, dash, empty bombast, in favor of warmth, lyricism, humanity.

(I am made very aware, today, as I write this, that God truly is in the details, in any and every field of human endeavor. "Drink deep....." the saying goes...)

I had the unexpected fortune of meeting Maestro Giulini, on the street, outside Orchestra Hall, some 33 years ago.

I was looking in the display case of then-named Orchestra Hall one brilliant, freezing winter’s day (now it’s “Symphony Center”). On proud display: the Chicago Symphony Orchestra’s brand new recording of the Mahler Ninth Symphony, Carlo Maria Giulini conducting. Such was the affection of the music world back then for him that the yellow-label DGG cover art was solely the patrician visage of Giulini himself, dressed for the elements in a striking fedora and dashing scarf.

Sensing a new presence to my left, I turned and there was the maestro himself, wearing the selfsame hat, and the very scarf, taking in his mirror image.

Making eye contact, I nodded and said something terribly profound like “Nice to see you, Maestro.”

Nice to meet you, too,” the tall Italian chortled, delighted at the visual irony of the moment, extending his hand, which I shook. In those days, much was made, in the media, of his humanity and grace, vis-à-vis the motoric thrashing the high octane music director Solti gave his selections (make no mistake, we were and are big Solti fans, too). Giulini conveyed that in a few seconds, in a chance encounter.

A music god had come down to the pavement and there I was to meet him. Like Judy Tenuta used to say “it could happen.”

And it did.


Hats off to author Thomas D. Saler; highly recommended:





EXCERPTS

Tooley visited Giulini the day before Marcella was to undergo surgery to relieve pressure on her brain after the aneurysm. As he was leaving, Tooley told Giulini that he and Marcella would be in his thoughts and prayers. "John, thank you for that," Giulini replied, "but the world is full of suffering and there is no reason why Marcella and I should escape it." He then found a silver lining that could help others in the same position, noting that the surgeons could learn something from the operation. Marcella's illness brought the couple even closer..............p 134



Giulini extended his kindness even to strangers. Marsha Head, a London piano teacher, who had never met Giulini, sent the maestro a letter telling him how much his "exquisitely sensitive, meticulous and spiritual interpretation" of the Mozart Requiem with the Philharmonia Orchestra and Chorus had moved her. That following Christmas, Head received a phone call from Italy. "It was Maestro Giulini, who had taken the time and trouble, despite his own important commitments, to find out my telephone number and speak to me at length on the subject of music, sensitivity and spirituality. I did not expect or ask for a reply (to my letter), especially from such an eminent conductor. I will always remember that deep conversation, his genuine interest in my music, and the kindness, sincerity, humility, and huge musical intellect of Giulini...." p 137

Monday, November 01, 2010

Classical insanity


I have listened to classical music for 56 of my 59 years, but on and off, sometimes with large gaps. I started quite by chance with Liberace at age 3, before his rhinestone and Las Vegas era, when he performed classical selections, Mozart, Chopin, Liszt, et al, on his daily television program, often with his brother, George, violin. I was such a groupie I would don a proper bow tie to watch; photographic evidence proves it. I was not an exclusive zealot at the time, however. My tastes were fairly kid-catholic and my other favorite shows at the time included Howdy Doody and Buffalo Bob. Their music was, of course, more jingo than classical: “It’s Howdy Doody time, etc etc etc.”.

By age 7, my next great passion had taken Liberace’s place; it was sports, (both of them) and especially the greatest exponents of same, the Cleveland Indians and Cleveland Browns, depending on season. There was no ESPN, there were only home town teams, everyone else was opposition. I especially idolized Indian right-fielder and slugger Rocky Colavito (has there ever been a better baseball name?). He hit four home runs one fateful night and achieved baseball immortality (June 10, 1959). Back in the 1950s, there were exactly two sports in the known Western world, no more, no less. We played all day in the summer, till dark during school. Our arms were baked cocoa right to the short sleeve mark. We were alabaster underneath. We watched our heroes on TV, when they weren’t on TV, we listened on the radio. Our career aspiration was to one day take their place. It seemed to us the natural order of things. It was all we knew of life.

Musically speaking, elementary school band was the next new thing. There was not much choice or thinking that went into it. You were expected to play an instrument and so we did. Nearly all of us. It was an orderly and entirely unfair process. To begin, we queued up to borrow free school instruments. Perhaps still in the sway of swingster Benny Goodman, my parents had instructed me to request a clarinet. By the time I got to the front of the line, all the licorice sticks were taken. Somewhat crestfallen, I felt I had somehow let my parents down. A “mellophone” was shoved at me. “Try this.” I took it home. I was summarily told to take it back, I did, and somehow wound up with a “cornet.” I don’t remember how. I took it home. Neither I, nor my father, nor my mother knew how to make a sound on it. My parents decided it was “too hard” to blow. The next day I was taught something about embouchure, lips were to buzz into the mouthpiece, not around it. Aha. The ship was sailing.

School officials further instructed parents and children to take private lessons to supplement school lessons. There were two choices: the frou-frou Educators Music (expensive, classical), and down the street, Duran’s Music Shop (cheaper, $3 per lesson, pop-oriented). Mom and Dad chose the latter (“you don’t like longhair music, do you?). So every Thursday night for 30 minutes, Mr. Local Harry James Guy with his white hair slicked back with Brylcreem would teach me, between cigarettes. The room was the size of a large refrigerator box. I could hardly breathe. I hated it.

One day in junior high band, my tone rankled the music director, a crewcut ex-Marine whose name I forget but I can see his face. In front of 60 kids, he called me out. Here’s how. Man of few words, he threw a chalk-filled eraser at me and hit me in the pants. (He later would throw an eraser at a reed player and hit him in the eye. A parent complained, school officials intervened, and that ended the practice. But I digress.)

“Play a tone,” he commanded.

A shy, acne-ridden skinny nobody back chair player, maybe 13 out of 14 trumpets, a real slacker underachiever, I was mortified.

I played the tone. It was pathetic, like a tiny, muted trumpet.

Only it wasn’t. Tiny or muted.

“Come up here,” he said. “Yes, that’s right, come up here!”

The master clinician sensed the problem, and immediately took my trumpet apart, stuck his white baton into the mouthpiece, and pulled it out, now covered with glunky black indeterminate matter, holding it high aloft for the millions of kids to recoil in horror at.

“Ohhhhhhhhhhhh, ahhhhhhhh, yyyyyyuuuuuuuuukkkkkkkkkkkkk,” said my 60 bandmates, as though one.

I was now past mortified. I was wishing I was dead. My face was burning red, indicating I was still alive.

Mr. Marine Band Director Guy grabbed someone’s mouthpiece brush, marched me out to the hallway sink, and set about the operation, plunging the brush in and out about 100 times, all the while rinsing the little silver implement like a madman. He made a mouthpiece that had apparently never been scrubbed squeaky clean.

“That’s how it’s done, lad,” he sniffed. “Come on, let’s go back.”

He marched me back in, I skulked back to my chair like a wet cat, and he immediately called me out again.

“Play a note now,” he said. “That’s right, play a middle C and hold it.”

I did, and the tone was big, fat, pure and true. I had never heard myself sound that way before.

“Ohhhhhhhhhhhhhhhhh,” said the band again, but this time a good oohhhh.

I think I recovered from the episode, but my love of things musical, band or otherwise did not for a long time, not to what it was back in the days of Liberace when it was fun and interesting and entertaining, even for a three-year-old. This was the dark side of music, and I didn’t like it.

Not long after I quit the band, and took typing in its place. I never thought about the band again for years.





Meeting Beethoven

As a teen, I listened to the Rolling Stones and Beatles, like everyone else. An aspiring percussionist, I turned metal wastebaskets upside down in my bedroom and beat the hell out of them to all their tunes. Couple of us formed a garage band, it lasted approximately one session, since we couldn’t really play guitars, drums or anything else. So not being able to emulate them directly, we did the next best thing: we read about our heroes. I read something that stuck with me: Beatles lead guitarist George Harrison said his favorite musician was Segovia. So I bought an album, Segovia. I was really taken with it. Here was another world…..

Later, upon entering college, in the university welcome packet, the School of Music had a little insert suggesting Music 141 (Classical Survey) to fulfill the humanities requirement. So, made curious by Segovia, and these new sounds, I did, 9 a.m., three days a week, first quarter, freshman year. Mr. Gano was the teacher, tall, dark, and wry. I’m not sure he wanted to be there. I did, though.

I applied myself toward the goal of getting an A. That included covering the required listening. In the audio lab in my dorm, I heard for the first time in my life Herr Beethoven, the immortal Appassionata, Piano Sonata No. 23 in F minor, Op. 57, and immediately after, the Fifth Symphony. G-G-G-Eb. I was “on the edge of 17,” like the Stevie Nicks ballad. I still remember the night. The top of my head was torn off. I was shaken to the very core. My life -- changed forever.

Through four years of college, I continued to take every music history course offered for non-majors. I wrote music criticism for the school newspaper, no credit, just for the love of it. I became an inveterate concert goer, and record collector. My goal was to return to college someday, and study music history. Soon enough, I graduated. My adviser said I was leaving too soon, I was just finding my passions. He was right.

Regarding my plan, I never did make it back, by now I had joined the working world, but I kept going to concerts, kept buying records, taping off the air, and attending master classes whenever possible: Weissenberg, Pressler, Schnabel, Fleischer, Schiff, Harrell, Glennie, Preucil, Miriam Fried, Starker, and now again, most recently, me at age 59, still at it, master cellist Lynn Harrell, Wednesday, October 27, 2010, Pick-Staiger Concert Hall, Northwestern University.

We had not seen Mr. Harrell teach since July 7, 1994, when my 11-year-old daughter and violinist (I was the Suzuki parent) attended his wonderful master class at Ravinia. We tailed him out to the parking lot after, where he graciously signed his CDs, Bach Cello Suites, and Beethoven Piano Trios (Grammy winner). He was a youthful 50, affable, down-to-earth. He gave my daughter a friendly smile as he signed. He is often smiling, kind of the antithesis of the tormented classical artist stereotype.

Fast forward 16 years. Wednesday, October 27, 2010. Lots has changed, but some things have not. My daughter has long since laid down her violin, but I continue showing up at master classes. Mr. Harrell had aged a bit, there was a bit more paunch, the red-brown hair now a mass of flying white wisps on top, the ruddy complexion seemingly a bit more pale (or was it the lights of Pick-Staiger?). His wonderful affability, and charisma, and genius and humanity? Still intact. For me, he is a kind of Schubert of cellists and teachers, sunny, but exceedingly intelligent, and with an undercurrent of understanding of darker things. (Regarding the latter assertion: listen to The Erlkoenig, or Winterreise.)

Which made Mr. Harrell’s presentation this time all the more remarkable. He was coaching a string quartet on their performance of the Schumann String Quartet, A, Op. 41, No. 3.

“Do you know how Schumann died?” Mr. Harrell asked the players out of the thin blue, very casually, and seemingly innocently enough.

“In an insane asylum,” came the matter-of-fact reply from the primo violin.

“Yes,” Mr. Harrell said. He paused a beat. “And you are aware that he suffered from schizophrenia, and manic-depression, and that he had earlier tried to commit suicide?”

“Oh, yes,” our scholarly twenty-somethings averred.

“It’s in the music,” Mr. Harrell. “Under the surface, but we have to hear that,” implying that we hadn’t been up to that point. (He is such a nice critic.)

Continuing he said: “Sometimes there is in the written music here that sense of ‘cold sweat,’ of ‘holding the dog down,’ of profound discomfiture, so to speak, and it has to come out.”

Then it hit me: all classical, all art, is insanity. Insanity, or nearly so, is discomfiture, on a scale from yearning to desperate pain. It is that desperate cold sweat. Or, as Mr. Harrell metaphorized, ‘holding the dog down.’ The teacher didn’t say it, but the contraverse screamed out: happy people don’t make art.

And so Mr. Harrell spent the rest of the two plus hours of teaching earnestly trying to get “more” discomfiture, more yearning, more insanity, if you will, out of his very calm, very clean, very well-dressed, very good-looking, very well-turned-out young upper class classical wannabes. We waited, we hoped, we sent good vibes up to the stage. But it never happened. My hair never caught fire.

I’m not sure it was possible. The kids were just too sane. Too long the post-modern world has been taught ‘cool’, not passion. The wood is very wet now. You have to care very, very much and you have to be perhaps a bit insane to make someone’s hair catch on fire.

It happens for those a bit older, a bit more wizened by life’s vagaries, a bit more insane, shall we say. From some of those ‘not from around here.’ (Sir Georg Solti used to have a phrase, “super-Hungarian.” You know intuitively what he means: crazy, insane, over the top.) Let’s take Solti, for one more minute. His CDs continue to sell many times more than other CSO conductors. Why? Because they are more out there, bolder, more plaintiff, more visceral, more shocking. And what is insanity, after all, but “perilously extreme discomfiture?” How’s that for a definition? Perhaps not so clinical as operational, but for me, for this essay, it works. It explains a lot to me, things I ‘knew’ on one level, but not quite on another.

What drove Solti? Quite simply, I think part of it was he was haunted. By something as small, he said, as a flip comment he made to his father when they were parting at the train station just as World War II was getting underway. George was being sent away for his personal safety. His father told him they would never see each other again, and became emotional. Young Georg? He was flip, dismissive. Sure enough, it was their last time together, and those few flip words, the lack of apprehension, the off-handedness, haunted him the rest of his life.

This is the existential discomfiture that moves the handful of Bachs, Beethovens, Brahms’, and Bartoks, and their interpreters, among us, to respond, research, record their thoughts in notation for performance, and then posterity. You don’t need partings at train stations to generate this feeling. There is enough insanity resident onboard the human condition all by itself. And we each one of us are touched by some of that insanity, from a little to a lot, the terror and beauty of insanity woven into the fabric of the human condition. Composers? Artists? It itches them something fierce, something violent, and they break out in not in rashes, per se, but in great torrents of sound. They take the pain to write it down, and pass it on, generation to generation, as though it were the only salve, the only balm, extant for this strange rash of insanity that is more or less resident onboard every human on the planet.

And why the discomfiture? Now we cross the line into unspeakable things, but I’ll speak them anyway: it is the injustice of the human condition. We are put here without our consent, as flawed beings, and we are condemned to death. It is manifestly unfair.

It is a crime.

It is why people don’t like God, religion, the Bible. It’s not that they’ve never heard of him, like evangelicals think, it’s that they’ve heard, and they don’t like what they’ve heard.

Most let it go at that. They choose religion like choosing a political party, I’m a Christian (fire insurance), or I’m not (maybe the light just goes out and nothing’s there at all, I’ll take my chances). But neither side much cares for God, the dirty little secret of Christianity. If you love someone, or something, you read, and study, and learn all about them. You are enraptured, you spend the time and the time flies by. But most Christians tolerate God at best, and most have never read the Bible. They are conscripts, more or less drafted, and as ignorant as an enlisted man as per the whys and wherefores of the Pentagon. They do the minimum. They look forward to being free of the service one day, though they know there’s no out. So they don’t think about it. When they do, their antipathy shines through.

Amazingly, one active Christian once asked me why would anyone want God to rule the world? He said it with incredulity, condescension and disgust. He spends his weekends telling prisoners about things spiritual. He takes them cookies.



Pulling back the curtain

At least one individual has not been so easily put off. He has been neither daunted by God’s distance, nor his imperiousness, nor by pop culture images and icons of what he’s supposed to be. Rather like a bold Judy Garland in Wizard of Oz, he pulls back the curtain to see the man behind, and get at the real truth, surely a perilous undertaking, no? You risk your life when you get close to God.

Speaking about author Jack Miles. He writes as follows in his remarkable, Pulitzer Prize winning book, God An Autobiography, about how the real God of the Bible not the fake God of our culture, and the remarkable way he changed over time in the Biblical narrative but few have noticed:



“Among these self-characterizations, the most startling comes in a soliloquy derived from The Book of Numbers. Thinking back to his origins in heaven and forward to his human death, Yahweh Incarnate recalls, of all unexpected moments, the time when he sent a plague of poisonous snakes – “fiery serpents” – upon the Israelites. Wandering in the desert, they had complained of hunger and thirst. The snakes were his reaction to their complaint. After many had died of snakebite, the survivors turned to Moses desperate for relief, more than ready to repent of their crime of complaint. Moses then prayed to the Lord, who instructed him to break one of the Sinai commandments and make a graven image of a serpent. “Set it on a pole,” he told Moses, “and everyone who is bitten, when he sees it, shall live” (21:4-9). Moses obeyed, the plague was lifted, and the people moved on.

“Now, alone in the night, more than a millennium later, having committed a capital offense against the religiopolitical establishment in Jerusalem, Jesus imagines himself “lifted up” on the gallows of his day and compares himself, in that condition, to the serpent that Moses “lifted up” on that pole in the desert. The serpent was lifted up so that the dying Israelites could be cured of fatal snakebite. YI will be lifted up “so that everyone who believes in him may have eternal life.” This is the equation, but it is a deeply shocking equation, for what did the Israelites see when the looked at the bronze serpent? Antiquarians may say what they will about sympathetic magic or apotropaic (preventing or intended to prevent evil) medicine. In the story as we now have it, what the Israelites saw was a reminder that the Lord had been prepared to kill them in large numbers for no greater offense the complaining of hunger and thirst. When they looked at the bronze serpent, even though it cured them, they saw a reminder of why they had so greatly to fear him. The snakes, after all, were not the cause of their dying. The Lord Himself was the cause.

“What, then, does Jesus suggest that all mankind will see when they look upon him lifted up on the cross or, later, look upon an image of him in that condition? How can we avoid saying that they will look upon the cause as well as the cure of their distress? To the objection that this comparison is far-fetched, I would reply that it is Jesus himself who has fetched the comparison from afar. The bronze serpent is a detail from an obscure episode in Israelite history. The comparison is so arcane, so recherché, that it can only be fully, provocatively intended.

“Anyone who sets out to comment on the character of Jesus quickly finds himself in competition with his subject. Jesus is more provocative in characterizing himself than most commentators begin to guess. I include not just learned commentators but naughty screenwriters, satirical novelists, nihilist philosophers, everybody. The latter all intend to blaspheme, and they all succeed (blasphemy is an easy target to hit). Jesus, however, blasphemes with a resourcefulness that exceeds theirs, because he knows so much better than they do whereof he speaks. Was there no other image available to him than that of the killer snake? Could he not have compared himself, for example, to the pillar of cloud by day and the pillar of fire by night that led the Israelites through the desert? Why dredge up this brutal incident and this grotesque symbol? Why, if not because in this incident human crime and divine punishment are so excruciatingly ill-matched? The death penalty for a complaint about bad food? How can divine innocence not be called into question? Why conjure up the memory of the bronze serpent if not to suggest that those who will see Jesus upon the cross will look upon not just the remedy for the human condition but also its cause?”

So God changed, most remarkably. More remarkably, perhaps, than we have ever heard, or if we heard, understood.

In a way that is geometrically more powerful to rock one to the core than even mighty Beethoven’s Fifth, than his Appassionata.

Some say he didn’t change at all, that’s he’s the same individual, e.g. he killed Ananias and Sapphira for lying to the Holy Spirit. And when he returns, he will make war with the kings of the earth, killing again.

True. He is the same person, but with this remarkable act stuck in the middle of the play, of taking responsibility for his creation, and redeeming it, and making good on the crime that makes us all, more or less, crazy, he changes, too. The same and different at the same time. It is nothing less than a mind-shattering turn of events. Any other perspective renders the self-sacrificial action functionary, pedestrian, agenda-bound --- instead of perpetually awe-inspiring, even shattering (in the common youth parlance, [I am] “wrecked” by it).

That he would do this for us, convict himself of the crime of the human condition and then pay the price to achieve justice for us……….when properly understood, can never fail to stun, amaze, awe.

Perhaps you have to be a little “insane,” to ‘get it?’ Otherwise it just goes over one’s head, no?

As another Great Musician, reggae man Bob Marley once said: “who feels it knows it mon.”

Indeed. Music is a balm. It treats the existential itch.

But this Yeshua, this Jesus, as Jack Miles so powerfully illustrates is The Balm. He alone cures the existential itch. Some composers, Bach most notably, understood. The rest were trying desperately to as well.