Re: Standardizing Skill Levels

["Knapton" <sunday@xxxxxxxxxxxxxxx>]

This is a multi-part message in MIME format.


Steve Shaw wrote:

<<........A good few of the very best can't, or don't care to, read =
music.  The results may often sound=20
rough and ready to the ear of those more accustomed to music that =
demands to=20
be played with accuracy and scholarly interpretation, but let's not =
forget=20
what the primary function of traditional music is - to fill the social =
needs=20
of ordinary people:  singing, dancing, story-telling, celebrating, =
mourning=20
and so on.  I think there's room on the planet for the tutored AND the=20
home-grown, the scholarly and the rough and ready >>

Here! Here!=20
For me, a 'well balanced' musician is someone who can play totally by =
ear AND be able to sight read, or at least read (and understand) a chord =
chart.
I know some classically trained musicians who can't play or jam without =
sheet music in front of them.=20
Once we had a very technically trained guitarist fill in for a blues =
gig. Well, he never played a dud note all night, however, his music was =
at best boring!=20
I guess that can be the danger of 'educating' an art form. I think that =
for some, musical education and its protocols can get in the way of =
creativity. For others, it allows much growth and diversity.  The local =
3yr jazz course teaches students to learn and think what they are =
playing. At the end of the three years, the students are then asked to =
forget about the theory when they play (assuming they have learnt =
everything so well, thats its now second nature to them).=20
I love to hear young pub bands perform with guts, passion and =
rawness.....lots of technical mistakes, but with a 'who gives a F*** =
attitude'. Even better is a  polished, educated and experienced band =
with the same attitude.
I guess to a large extent, the music genre will determine the level of =
musical knowledge needed or desired.....and there must be a given =
balance between using your head and heart when playing.

Pete Knapton