Klarinet Archive - Posting 000188.txt from 2011/01

From: "Karl Krelove" <kkrelove@-----.net>
Subj: Re: [kl] Analysis of Brahms
Date: Tue, 18 Jan 2011 22:16:39 -0500

Kathy, I don't think, for older, more advanced students, that we as teachers
*can* "insist that our students only learn our interpretation of a piece."
Once he or she gets technical command of it, it will begin to be filtered
through the student's own reactions (or lack of it) to the printed music
(s)he is reading. We can insist on specific technical readings - how much
crescendo or diminuendo, how fast a tempo, what length staccato, where to
breathe, etc. - if that's the sense in which you use "interpretation," but
if you're talking about a reaction of feeling or visceral involvement with
the music, that will always be personal and out of our control as teachers.
As for the younger students you refer to, I'm not sure how personally
involving the music they'd typically play will be or how capable of a
reaction at the level of feeling (can you tell how hard I'm trying to avoid
the word "emotion?") young students generally are.

Karl

-----Original Message-----
From: kathleenwilliams76@-----.com]

Sent: Tuesday, January 18, 2011 7:26 PM
To: klarinet@-----.com
Subject: [kl] Analysis of Brahms

And a further question I raised the other day, though I did not see the
reply, is, as teachers, do we insist that our students only learn our
interpretation of a piece, or do we give them a choice to find their own
voice with the piece? Perhaps for younger students this is not an issue,
give them too much choice and they couldn't handle it.

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