Klarinet Archive - Posting 000618.txt from 2001/01

From: Bilwright@-----.net (William Wright)
Subj: RE: [kl] Re-facing & metaphors
Date: Thu, 18 Jan 2001 11:02:31 -0500

.....Drats, I hit the SEND key by mistake....

In further reply to Jay Webler's post, I was going to use 'interval
training' as an example. Why do you need names and measurements for
the intervals anyway? Wouldn't music be boring if everyone hit every
note with machine-like precision?
The answer is obvious: you need to be able to recognize the
intervals and to isolate them from everything else that is going on and
to store them in your memory and to recall them and to communicate them.

Also, 'learning' is the other side of 'teaching'. Some people ---
and I am certainly one of them --- have real difficulty learning to
play; and for me, visualizing what's going on is an essential step in
the process. This may account for why I learn so slowly and why I am
not an adequate musician by some standards, but until neurosurgery
improves somewhat, I'm stuck with it.
'Visualize' does not mean to actually see an image of the reed
moving up and down, nor to see ripples flowing in the air stream.... no
more than Copeland actually saw vibrations when he described the 'aural
image'. But I've talked before about 'image' (Descartes' Error) and
why it applies to any form of rational thought, from mathematics to
philosophy.

....enough said for the moment. They actually turned our power
off last night, I'd better send this before it evaporates into the
electronic ether......

Cheers,
Bill

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