PG Music Home Forums General Discussion Off-Topic Interesting read: ...musicians are a superior race...

http://www.bbc.com/news/magazine-33282745

...Above all, I have learned that musicians are a superior race. We are lucky to share this planet - or any other - with them.

A great read Lawrie. Enjoyed it

On a related note, I was once asked to explain WHY music should be taught and the benefits of it.
I humbly post my response below.
It was written years ago, but this post made me think of it. It's long for a forum post, I know, but may inspire some additional thought.

RHARV:
Asking a teenager to define music will result in an answer much different than asking a senior citizen. However, both will stand firm in their feelings about music. It is such a deep felt relationship that most people have a very defined opinion of what music is and what it is not. An explanation of “good music” has caused heated debates among friends and generations, yet it is one of the most refined, studied and precise arts; this has led researchers to conclude that the art and study of music increases one's intellect and intelligence. It is such a personal, emotional and creative form of expression.

There have been many attempts made at describing just what music is. It's been said that music is simply sound with a rhythm. Webster's Dictionary gets a little more abstract in their definition, saying it is “the combining of sound and tones as a form of artistic expression.” That definition, by their own extension would include “any combination of sounds that is pleasing to the ear.” What is pleasing to one person may not be so pleasing to another, but everyone holds music dear. Whether it is a particular love song or a reverent hymn, music and song is understood by all. The theory and components that make up music are often not understood by the listener. There are many performers of music who do not conscientiously understand it either, but there are many tasks, languages and math computations taking place in even the simplest of songs.

Music is a language. It is written in a structure that only those who know the language can decode. Reading music is very much like reading a foreign language that must be studied, practiced and then put into use in order to become fluent. There is a unique complexity to this language because while learning it, the only way to comprehend it is to put it into action. It is unique in that it requires physical action on the part of the reader. To learn to read the notes, or musical alphabet, the reader must be able to hear what each note is saying. This is always done with some kind of musical instrument in hand. As the notes are read, and then played, a relationship develops between the eyes, the ears, and the hands. This learning process is very reinforcing; if done incorrectly the result offends the readers ears. The mistake is evident and compels the reader to do it over again to get it right. It is also a language that can be learned by people of all countries and native tongues, then applied to allow a heartfelt communication and expression. An even more astounding aspect of this language is that it is not one that is meant to be expressed singly and in turn. People conversing in the language of music all express themselves at the same time to create a harmonic blend of sound and rhythm that moves not only the artists but also all those within hearing distance. These audience members often have little understanding of all the expression and simultaneous listening going on by the performers. It is a very complex language, spanning many styles, genres, and cultures, yet it is absolute and strict, requiring an outcome as precise as a math equation.

Maybe that's because music also incorporates math. The rhythm of music is based on a count and a flowing subdivision of that count happening in time. The waltz is based on a count of three. A march is often in a count of two. The overwhelming majority of music is based on a count of four. These basic counts, or beats, are then subdivided in smaller elements in groups of three or four. When the subdivision happens in three it is most likely a swing or shuffle style of song. The division of four is more common and strict, being used for most modern music in this country for the last fifty years or more. A musician, one who can read and express this language, is doing these math calculations instinctively while reading the music and performing on their particular instrument. There are many artistic music pieces that are written in what is called odd-time signatures. These pieces can have a basic beat count of five, seven, eleven or even nineteen beats that need to be subdivided over time.

That can add up to some pretty complex math. No wonder the human brain excels when this art is studied over time. So far music involves reading a written foreign language while doing continuous math calculations and taking an action that results in a pleasing sound. As they say in the infomercials- “but wait, there's more!”
As the study of music develops it becomes necessary for an artist to not only rigidly read what is written, but they may also be required to improvise. This act requires a knowledge of the theory behind music. Note relationships, chord structures, and scale patterns are all necessary to become proficient at being a musician. The most amazing thing about the ability to improvise is that it requires this knowledge to be put to use in anticipation of the next note. Every true musician knows that when the time comes to play a note is not the time to figure out what note needs to be played. The note will inevitably be either a wrong note or played late. Since music requires these subdivisions over time it is very evident when a note is not played at the right time. It's now understood that musicians are reading another language, doing math at the same time, and actually thinking ahead to the next note while performing on their instrument.

No wonder so many researchers have reached the conclusion that learning music can expand ones ability to learn other things, and musical therapy is being taught at more and more colleges every day to help those with learning disabilities. It also teaches a discipline of structure and practice that leads one to be diligent in getting the desired results through constant effort. The reward is that one precious possession everyone has: a favorite song.

Expertly written!

Would you mind if I copied this and spread it around to other instructors and my students?

I read the other day that musicians use 100% of their brains while playing their instrument. I thought 100% would be impossible, but they say you can do it playing an instrument.

I don't know the science behind this and am simply repeating what I read.

Trax

Mario,
Feel free to share, if you were referring to what I posted.
I'd be honored to contribute.

Wonderful RHarv - I too would like to spread it around, say on facebook?

I recall playing piano at cocktail bars either solo with with a trio etc, and somebody would walk up to me and extend their hand to shake mine - while I was playing. I found it rather impossible to shake their hand while I played, so what you say is completely accurate. I must have been using 100% of my brain for playing (and at the same time they were using 0% of their brain to expect me to shake hands).

All fits into place nicely, eh?

Trev

On another note (no pun intended ) How much of the genius of Peter Nero's brain was being utilised with his performance of this masterpiece?

He made it look easy, actually.

I thought these quotes (paraphrased) from the article were particularly interesting:


- " the difference between entertainment and art is that in entertainment the artist does all the work for the audience, while in art we expect the audience to do all the work for the artist." (regarding interpretation)


- "Lyric writing works as magical spells do - that is, either entirely, or not at all."


-" the real challenge in writing words for music turns out to lie in the tiny space, the sweet spot, between convention and contrivance. Contrived lyrics are the enemy of enchantment and, without enchantment, music and words together mean nothing. "

Me too.

Sure, no problem.

A source mention would be nice!

There was quite a bit of tangible/intangible concept comparisons in the article.

The 'sweet spot' is different for many people. For instance I enjoy the lyrics from a lot of Yes songs that mean nothing to many. This is why I started/ended my post the way I did; as a reminder that it is subjective to many but we all can relate to *some* song or another.
It is very much magic/enchantment.
That's why the original article reminded me of my previous writing. I had thunk that thought before!

You got it