WE LEARN TO WRITE BY READING. LISTENING TO MUSIC IS LIKE
READING BOOKS: IT IS THE FIRST STEP IN A MUSICAL EDUCATION
Fa-mu-li tu-o-rum, Sol-ve pol-lu ti, La-bi-I re-a-tum, Sanc
(Si)- te Jo-han-nes.So that your servants may, with loosened
voices, resound the wonders of your deeds, clean the guilt
from our stained lips, O Saint John.
I was born and raised in Russia, in a city of Ekaterinburg, a capital of the Urals. The city was named after St. Ekaterina. It’s a famous historical city, home to the tsar family.
Russia has a very rich cultural and musical inheritance. People love music and they love to sing. Children’s conservatories have been established everywhere and have become a common part of the landscape. Every parent wanted their child to study music regardless of whether one chooses music as their profession.
Hunger for knowledge was in the air. Reading was the favorite activity of children. And it was always classical literature. Reading was described by many as natural as breathing. To read meant to breathe. By the age of 7, I read the entire home library of children’s literature. My favorite after school hours were spent at a local library. By the age of 9, I had discovered a wonderful world of foreign literature: Mark Twain, Charles Dickens, Jules Verne, and many others.
At the age of 9 I was enrolled in a Music Conservatory for Children, attending four days a week, 6-7 hours a week. This was my favorite time of all. I consider this event to be the greatest gift of my life. These were after school hours. I could not wait until the regular school was over to go to a music school!
What differentiates the Russian style of teaching music is that it is always enjoyable, extremely inspiring, whether it is taught to children or young adults. It is never “dry” or boring, to the contrary, always creative, imaginative and fascinating. The musical material, such as music theory, is delivered to students in a highly professional way, with precise and clear expression of thoughts. Those childhood memories about studying at the music conservatory were the most impressionable, most precious. Learning music was the most fascinating of any learning experience I ever had.
A professional approach implies the concept of “wholeness”, which means that if a student takes a violin, he or she is required to take music theory, solfege, music appreciation, choir, as well as piano, because music theory concepts are taught on the piano. Just as one cannot learn physics and chemistry without knowing math, similarly, the one cannot play a violin and not knowing music theory, a foundation for music education.
At the age of 13 I decided, with the advice of my teachers, to choose a musical profession. After my high school graduation, I was accepted to the Tchaikovsky Academy of Music, in the home town, majoring in music science, composition, and pedagogy. After graduation, I taught music at the Children’s School of Music.
In 1996, I moved to the United States. I’ve become a member of the Music Teacher Association in Santa Barbara. I teach piano, music theory, solfege, as well as art and music appreciation. I have developed an early childhood musical methodology, in which a musical atmosphere is created for young children. Ideally, it should start from birth, but even better yet, during the prenatal period. Listening to classical music helps to build neuropaths and stimulate brain activities. I recommend children listening to certain type of classical music throughout the day as background music, also during “alpha” state for a maximum result.
Among various musical languages, the most effective one is polyphonic, due to its multiple voices and complex nature. The culmination of polyphonic style, so-called imitative counterpoint, is manifested in Bach’s music. Some type of music can have an adverse effect, such as rock, pop, rap, etc. Just as it can penetrate the iron curtain wall, it has the same ability to penetrate the human soul, heart, and mind. And children are more receptive to that than adults. This kind of music is known for having low vibration frequencies and can have a hypnotic affect alike various forms of media.
What is classical music? The word “classics” is derived from the Latin adjective classicus meaning “belonging to the highest class of citizens”, and has further connotations of superiority, authority, and perfection. Whether it is classical literature or music, it is related to classicus scriptor or composer, non proletarius (“a distinguished, not a commonplace writer or composer”). Musical masterpieces became “classical” several years later, often after the death of a composer. Only true art was accepted by the following generations, the art of music that reflects God’s beauty, because men were created in the image of God.
Started in a form of folk music, classical music existed always and it will always exist – it is eternal, because true art never dies. Classical music means true beauty, intelligence and model for every other form of music.
The earliest form of a written manuscript of classical music is the Gregorian Chant. Prior to that time, music was memorized and was passed down to another generation by word of mouth.
In the first half of the eleventh century, an Italian musician and musical theorist, Guido d’Arezzo, invented a universally recognized system of musical notation. To teach the new system, Guido employed a hymn in honor of Saint John, the Baptist, that was composed in the latter part of the eighth century. The musical syllables, derived from Latin language have a melodic quality that is pleasant to the ear; and therefore, particularly well-suited for the melody. Until today, it has been a universal language of music.
Learning to enjoy and appreciate art and music brings beauty into children’s lives. The art and music appreciation lessons are taught through fascinating stories about composers and painters while listening to classical music. Listening to music is a vital part of music education. The significance of this class is a lifelong acquired love for music.
It also has effect on child’s intellectual development. However, those abilities are not unlimited due to so-called “windows of opportunities”. The younger children are, the easier classical masterpieces are accepted, comprehended and loved by them. I see the analogy between reading comprehension and listening to classical music. Just as it takes many years to develop high level of reading comprehension, it takes years to comprehend the complexity of classical music and appreciate its beauty.
Great composers and their masterpieces have always been a mystery and a source of my inspiration! It seems to me that these beautiful compositions, gems, could not be created by humans, but rather super-humans or gods. We owe a reverence to these people. Their lives and musical compositions should be listened and studied by young people and be a part of educational curriculum. Plato said: “Music is a more potent instrument than any other form of education. Children should be taught music before anything.”
I teach music professionally, which implies that if students decide to choose music as their profession, they can have a choice. I use a detailed approach to piano technique, which includes beauty of tone, articulation, pronunciation, breathing, and phrasing. I admire Sviatoslav Richter, Vladimir Ashkenazy and many others. The main quality of Russian classical musical education is that learning is always enjoyable and it is always taught professionally. I teach my students the same way.
I feel privileged to be able to comprehend and appreciate the beauty of classical music. When I listen to classical music, whether it is Gregorian chant, Bach, Tchaikovsky, Rachmaninoff, Grieg, Ravel, or Debussy, I lose track of time. I have a very vivid imagination. Each piece of music comes to me as a mental image, a picture with lots of details and colors. A musical composition tells me a story. As such, listening to music is like reading a book…
I find great inspiration by listening to classical music, as well as performing it. I love children; I love music; and I’m passionate about teaching music to children.
I feel fortunate that my work matches with my interests, my heart’s desire and great fulfillment. Music is my love, my heart, my soul. I can’t imagine what my life would be if I hadn’t decided to choose music to be my profession.