If we go back to the period pre-enlightenment we will see
that was consideration given for the idea of revelation with information can be
gathered without any logical timeline that made a connection between the
outcome and the thought process.
In other words there was room for mystery and that is sadly
lacking amongst us with regard to education but I think is absolutely crucial
when it comes to the artistic process that the answers can suddenly appear out
of nowhere.
The answers come from the unconscious and they may be
solutions to things that we have seen before but have forgotten as time has
gone by. To encourage pupils to find the answers to musical puzzles that are
presented within song writing and improvisation I try to rely on the ability to
hear and feel the music and not to think about what the fingers are doing or
what our intellect tells us.
The problem with this approach is it is difficult to
formulate a lesson plan with such an abstract concept. It is a little bit like
putting a figure for goodwill on the balance sheet it is all very much a case
of guesstimate.
The other problem that we have in the English speaking areas
of the world is that the language does not really accommodate the idea of
mystery very well. A language such as Spanish or Arabic is much more poetic in
the way that it approaches concepts such as this and this is evident by the
quality of the poetry found in those languages that are deep and mystical such
as the work of Rumi, Kabir, Neruda and Garcia Marquez.
So the ability to be in wonder of what happens in music
allowing if you will the Muses to take control maybe an idea. Let things flow
and do not micromanage the artistic process. Leave room for things to happen
however chaotic that may feel to you.
Vic
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