yesterday & today i've been thinking a lot about what it means to take children & teens seriously as knowledge creators. because of course people jump to the "oh so you want me to ask a 5 year old why the sky is blue act like the answer is true"
well no. but we should still be asking 5 year olds why the sky is blue. not just as a precursor to telling them the Right Answer but to encourage them to critically examine the things we take for granted every day. even if they don't know the correct answer immediately, whatever their answer is will tell you a lot about how they view the world. and it gets you as an older person in the practice of asking younger people for information instead of just assuming you have it all and they have none. and then if you ask them a question that you don't know the answer to, and they don't know the answer either, then you get to experience that process of discovery together.
this is something i need to work on. i answer a lot of "why" questions from the kids but i don't ask them many.
and then it extends to creative endeavors too. i'm a classically trained pianist & flautist and i really like that i got that experience growing up. it was one of the main ways that i got to enjoy being really good at something at a young age. but it took me a good 5 years of being absolutely miserable in piano lessons before i learned to enjoy it at all. and that was because of LABOR ALIENATION fuck ok i'm putting it all together now. i didn't get to choose what genre to play, what pieces to play, or how much to practice. my job was to reproduce The Greats with whatever little personality flair i could manage to add without bastardizing the work. i learned a lot of music theory but it was mostly so i could understand the pieces i was playing, not so i could use it to create my own work. nobody gave a shit about that.
i know i'm probably just reinventing the suzuki method or whatever but god how different would it have been if i'd been taught how to use music theory as building blocks to interpret my own experience, to create my own work. to have that as the central purpose of music education from the beginning, and then add education about historical movements & artists as a way to further inspire new creations. instead of acting like music composition is a right you have to earn.
what if we treated children's creations seriously as a body of work instead of as practice for the Real Thing. what then.
i have a friend doing piano lessons who is working on the exams before ABRSM exams (so shes rlly good at piano basically) and she absolutely hates it. her opinion of composition is that it is a task in her exams, that she has to "prepare" for composition.
on the other hand a family friend who is like 10 is encouraged to write his own songs and rlly finds joy in piano. he wrote this rlly lovely song that isnt the most expressive, beautiful thing ever, sure, but it's rlly lovely. and his family encourages it.
thats the thing i love about jazz. you are supposed to take the thing and make it your own. everything i play contains my soul
you got it exactly lmfao this post is based on my experience prepping for ABRSM too! and i LOVE playing jazz piano for the same reason. so exciting & spontaneous & beautiful. playing with a jazz band was such a magical feeling and it was also really hard to get used to after 10+ years of rote learning. i'm really glad your family friend is getting to do that, that's so special :')
My brother and I have been talking a lot about music (he is a guitarist and I don't play anything) and my friends that played music when i was in highschool made it sound like the most complicated torture labyrinth in the world, but apparently people can and do learn to play by just. picking up an instrument and messing with it until it makes neat sounds.


















