I am a musician and I am a music educator.
These are two of my favorite ways to describe myself and what I am passionate about. I also believe that being good at one makes you better at the other. When people hear that I am a musician, I usually get one of two responses:
- Wow, that’s awesome! Can you sing something/play something/write something for me?
- Wow, that’s awesome! We should totally jam sometime!
While I could write an entirely separate post on the first response, the second one is the one that frightens me the most. Why, you might ask? Well, I am what I like to call a “paper trained”musician.
I may not be the first to coin the term, but to me, being paper trained means that you can only play when you have a piece of music in front of you. In my case, I feel comfortable sight-reading pieces (piano, flute, vocal) up to a fairly high level of difficulty. Ask me to play from memory or to improvise something and I will shrivel into a tiny, musical blob.
Ok, you might say, just make sure you have music in front of you at all times and it won’t be an issue. To me, it still is. I don’t want to be the music teacher that has to say no when students ask me to perform something for them. I don’t want to be the person that just wants to sit and play the piano, but has to first fish out a book or two to find the right piece. I was always jealous of the jazz kids in undergrad – they always looked like they were having so much fun and were so relaxed! While I loved studying classical music, I was always worried about getting each note perfect, something that I believe added to my reliance on physical music.
I didn’t realize how being paper trained really made a difference until I got into the classroom – specifically, my final semester of student teaching. I was matched with an incredible cooperating teacher who was the complete opposite of me – no paper training there! In fact, putting music in front of him (think Bach or Handel) would slow him down. He would often solely look at the guitar chords of a piece and improv the piano part from them. He never played the same accompaniment twice, and I believe the students benefited from it. They, in turn, were less reliant on the piano and more self-sufficient.
Now that I have my own program and my very own students, I want to become less paper trained and more free with my playing and musicianship. Thankfully, I am still in the same district as my cooperating teacher (we were sharing a room up until this year), and we often joke that when put together, we make one complete piano player! I don’t want to pass my stiffness or my fear of not reading the music off of a sheet to my students – instead, I want them to feel confident with improvisation, playing by ear, and creating accompaniments within given boundaries.
But how can I do that?
It starts by bettering myself and my musical abilities. In the past few years, I have:
- Taken jazz courses
- Taken theory courses (to become more familiar with chord voicings)
- Begun listening to more jazz music
- Practiced creating accompaniments from guitar chords
- Continued to practice playing different styles of music (I tend to want to play the pretty, flowing stuff all the time)
In the end, our responsibility as music educators is to better ourselves so that we can then better our students. Don’t settle for what you know; always strive to learn more. NEVER stop learning! My hope is to look back in 35 years and know that I put in the effort to learn and achieve new things, and that my students were better because of it.
Are you “paper trained?” How do you deal with it, both in your personal and professional life? Are you at the other end of the spectrum? I would love to hear your comments and thoughts!