Posted by ban1ja on Wednesday, November 28, 2007
take instruction, he wanted to know why one takes instruction–banjo lessons in this case–and even more so: why, if you are unwilling to try or learn anything new, taking instruction is a bit of a mouthful but that notwithstanding music lessons are a multi splendored thing, even as an adult by which I mean no one made me, my second chin out response was of course it is a conversation but in fact that assumes a leg to stand on which means one first must have already tried and learned (taken instruction if you will) something whether good or bad
now taking lesson is part of the lesson from not one but two because I have so much to learn which once started reminds me of all the things I had learned–which I’d worked so hard not to, that now lend themselves to being remembered
it’s about–too california for words notwithstanding–tapping into, supporting, nourishing, and holding for me when I lose the faith, my willingness and intention, and serious & not everyone who plays the banjo is a bit of a ham so it’s about goosing that edge, and of course my native curiosity, in all senses
and then comes conversation
but first there’s showing up, it keeps coming back to that, the best student shows up, I have no recollection of ever, during the violin years, talking about the music, or the violin, or my curiosity or lack thereof, or proclivities and lack thereof, being the daughter of a professional musician and taking lessons from the best of the them–they were all friends, I was as if down a chute sent
it’s not that I didn’t love music, well--
it’s not as if I didn’t breathe music and pass every milestone that’s known to man with music in the background
doomed from the start, the circle I was born into was meant for stars, which is not meant as a whine so you can forget the cheese which I’m happily eating, it just informs the conversation about taking and giving instruction, lesson, and what makes the giving, and taking, sing–if you will
fact is neither of my teachers are stellar teachers, but they impart a passion for their playing and for their instrument and its music and history and they show up with experience knowledge and generosity and a curiosity–among other things about me–and they’ve lent, even more, opened a world to me!
maybe it’s about the synergy of the pair, and what makes great teaching–and learning–is in the collaboration, the give and take of instruction and learning that speaks to a fundamental generosity which allows for among things imperfection making room instead for courageous excellence which gives room for curiosity which fuels learning and so spurs the willingness of the other, the elder if you will, to impart then from the wellspring of their muse and so it starts that thing that is the best instruction, giving and taking
it is I suppose a grand covenant of sorts, of spoken–and not, agreements
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