Music and Emotion through Time

Thanks to Opera Chic, I came across this video, which is a wonderful distillation of what music in the classical tradition is all about. 

Horn Diary

I've been playing the horn for coming on to seven years now and it still pulls me in like no other instrument I've ever played. There are things I can do on other instruments (piano, guitar, banjo, alto flute/flute, and cello) that I can't do on the horn, but none of them as consistently have me exploring how to make music.

Part of it is probably the fact that when I started the horn in my mid 50's, I already knew a lot about the generality of music making, which allows me to bring all that to bear in learning the horn.

Increasingly, though, I think it's the very tactile nature of playing the horn that has taken me so much deeper into the experience of music making. My hands, arms, and torso all vibrate in resonance with the tones I primarily feel in my embouchure. I love the feel of the resonance of the guitar/banjo, cello and flutes, but with the horn there's just more of it.

There's also more of a one to one relationship between breathing and phrasing than on the flute that I think has to do with all of the air going into the horn as opposed to being split by the embouchure plate and only some going into the flute. 

For me the tone of the horn is simply larger and more malleable than that of other instruments, and somehow I feel more inside the tone experiencing it than being outside the tone and manipulating it.

Analog vs. Digital

Back when CDs first came out, a lot of "golden ear" types lamented the passing of analog reproduction, saying the digital just wasn't the same. I couldn't hear the difference, and decided that even if I could, the absence of all the little pops and hisses of vinyl more than made up for it.

Here lately I've dug out my old reel to reel tape deck so as to transfer some compilation tapes I did back around 1970 to CDs. The first thing that happened was my wondering where all the static was coming from and checking all the connections, only to realize it was simply the popping and hissing of vinyl that I'd forgotten about.

The next thing I realized was that I could hear the difference between analog and digital and now understand what was lost. The best way to explain it might be to compare it to the resolution of pixels on TV or computer screens. Sometimes when it's very low resolution you can sort of see what's being represented, but it's fuzzy and your brain has to supply the detail. 

The first thing on the tape is a cut from the Baptism album of Joan Baez where she's singing the e. e. cummings poem "all in green went my love riding" put to music. The arc and continuity  of her phrasing took my breath away. That movement from moment to moment in the music is in no way pixelated and the effect is much more engaging than the digital sound of the CD. My brain needed to filter out the pops and hiss, but the beauty of line of the music through time was fully there.

A Moving Performance

Greg Sandow has been for years talking up the idea of fresh presentations of classical music and in this post he gives a link to the following video of someone trying just that. Given my notion of the importance of gesture, I find this performance delightful. And it could be just me, but that they've memorized the piece makes the playing, both solo and ensemble, both free and unified. I find myself not connecting to great swathes of classical music -  appreciating, but not connecting. This performance really makes the connection.

Performance High?

This very short WSJ article talks about research showing that talking about ourselves can give us a dopamine high. I can't help wondering if this isn't related to, at least in a partial way, that sense of elation that musicians can get performing for others.

Generally, acts of self disclosure were accompanied by spurts of heightened activity in brain regions belonging to the meso-limbic dopamine system, which is associated with the sense of reward and satisfaction from food, money or sex.

Horn Therapy

As a hospice volunteer I've been working with an elderly male in end stage Alzheimer's. He's both non-verbal and non-ambulatory and his wife, with the help of a caregiver, is caring for him at his home. Until recently I've been using very rhythmic guitar playing and singing to catch his attention and get feet tapping and an occasional smile or wink. 

Last month, however, that no longer worked and he didn't rouse up and open his eyes when I played for him. It seemed to me (more intuitively than emprically) that it was some combination of him not being able to hear as well and/or able to process music. So for the last two sessions I've taken the French horn and played hymns, thinking that it's both louder and less complicated musically than guitar and singing - and it has worked.

Both times while warming up he has opened his eyes and looked around to see what's going on, and then looked directly at me while I was playing and given me some full face smiles, which is the best response we can get at this point. 

Virtuous Circles and Brain Plasticity

According to Wikipedia, the concept of virtuous circles comes from the field of economics:

A virtuous circle and a vicious circle (also referred to as virtuous cycle and vicious cycle) are economic terms. They refer to a complex of events that reinforces itself through a feedback loop.[1] A virtuous circle has favorable results, while a vicious circle has detrimental results. A virtuous circle can transform into a vicious circle if eventual negative feedback is ignored.

One way to talk about how music making can improve over time is to look at how an increase in brain function in one area can help lead to an increase in brain function in another area. In my experience, an example of this is how increases in the depth of proprioception in making a note is tied into hearing deeper subtleties in the note. 

In learning the horn, for example, it seems to me that as I increase my ability to create more subtle shades of tone, the more I can hear what those tonal shades are. The proprioceptive part of my brain and the listening part of the brain are making connections and working together. The more I can hear what it is I want, the more I can feel what it's like to create that sound, and visa versa.

I think a big part of helping someone on their path of music making is to help them be mindful of as many of these connections as possible. It's impossible to be fully conscious of all them at the same time, but having an idea that they're there can be very helpful. The challenge of teaching music is having a good awareness of how each individual student is progressing in all the areas of music making and nurturing the various areas in tandem. 

Music Making and Flow

Here's a great post on all of the things that need to be happening to achieve a flow experience while making music. It's the best summary of the causes and conditions I've ever come across.

Practice and Brain Plasticity

This article talks about the neuroscience of spirituality and I was struck by the similarity to what the neuroscientists are saying about making music, in that multiple areas of the brain are simultaneously involved. 

“We have found a neuropsychological basis for spirituality, but it’s not isolated to one specific area of the brain,” said Brick Johnstone, professor of health psychology in the School of Health Professions. “Spirituality is a much more dynamic concept that uses many parts of the brain. Certain parts of the brain play more predominant roles, but they all work together to facilitate individuals’ spiritual experiences.”

The article goes on to talk about how people who've had trauma to that part of the brain dealing with the "self" tend to have, 

"an increased feeling of closeness to a higher power."Neuropsychology researchers consistently have shown that impairment on the right side of the brain decreases one’s focus on the self,” Johnstone said. “Since our research shows that people with this impairment are more spiritual, this suggests spiritual experiences are associated with a decreased focus on the self. This is consistent with many religious texts that suggest people should concentrate on the well-being of others rather than on themselves.”

Johnstone says the right side of the brain is associated with self-orientation, whereas the left side is associated with how individuals relate to others. Although Johnstone studied people with brain injury, previous studies of Buddhist meditators and Franciscan nuns with normal brain function have shown that people can learn to minimize the functioning of the right side of their brains to increase their spiritual connections during meditation and prayer.

Johnstone makes the comparison to other kinds of disciplines; "It is like playing the piano, the more you train your brain, the more the brain becomes predisposed to piano playing."

The fact that deactivation of some areas of the brain is apparently just as important as activating others for some mental states reminded me of this post talking about what's going on in the brain during improvisation. 

Another point to make, that ties in with the previous post, is that as you practice, all kinds of new connections (and activations and deactivations) are being made in your brain, most of which you're probably not fully conscious of. The more mindful you are of creating positive mental states, and the less you build associations between music making and negative emotions, the more enjoyable your music making will be. It's not just a question of increasing brain plasticity, but the quality and nature of that newly created brain function.

It's also worth noting that that lack of "self" seems to be a part of "flow" and that's probably why many, but not all people, tend to associate the flow experience with spirituality.

Practice Tip

Before you begin a self-training session RELAX, this ain't Wall Street. You can't lose riding a mountain bike. If you are working on a technique and you fail two or three times in a row, STOP!! Do something else and try again later. This is called "Training To Failure" (positive progressive training; pushing the envelope). If you push a training session beyond three successive failures you are "Training To Fail" (negative regressive training; more pain than fun). As you become more adept at self-teaching and pushing yourself appropriately you'll be able to discern where good (beneficial) training ends and bad (regressive) traning begins. [Hint: lack of fun marks the spot.]

This excerpt from a book on learning how to mountain bike makes a lot of sense about how to practice anything, music included. For one thing, it makes clear that when you're learning to "self-teach", you need to stay aware your overall mental/emotional state as well as the details of technique. How you go about learning makes a huge difference in outcomes. Without mindfulness, practice for practice's sake can be harmful.

That first sentence is also a great way of looking at motivation. If you're trying to make a living or get a scholarship with your music making, how you approach practicing will be different from someone doing it just for fun and personal enrichment. 

I found this over on Kevin Kelly's Cool Tools site. He was one of the people behind the Whole Earth Catalogs and this site is an internet version of that wonderful idea.

iPod Therapy

iPods are being used to great effect in nursing homes. This video which popped up on Boing Boing is narrated by Oliver Sacks and shows something I've experienced a number of times when playing music for elderly clients suffering from various dementias and depression. While I think live music is nearly always more effective, the ease of use and enormous capacity of iPods are tough to beat.

The Creative Capability of the Brain

A new book by Eric Kandel, The Age of Insight, has gotten a number of interesting reviews. He's a Nobel Prize winner for his basic research into neuroscience who also has studied and written about art and culture. This book, with the subtitle, "the quest to understand the unconscious in art, mind and brain", delves into the scientific and artistic ferment of 19th century Vienna.

In this interview conducted by Jonah Lehrer (who also has a new book out - Imagine, How Creativity Works) Kandel says the following about how we process visual art, and it's a nice summation of how the same thing (or piece of music) can evoke different responses in different people.

I understand better, the nature of ambiguity in art – how each of us sees a slightly different version of a great work of art, and that this interpretation is subject to the creative capability of the brain. I was not aware, before, what a creativity machine the brain is, and how each of us sees a different view of art because we have different brain responses to it, and how, even for simple perception, there is not only bottom-up processing, determined by Gestaltian rules of grouping things together, but there is a lot of top-down processing, which is based on comparing what we see now to what has been stored in memory.

Music Reducing Stress in Medical Procedures

Here are two stories talking about the use of music to reduce the stress experienced by people undergoing medical procedures. It's not a new concept, but it does seem to be gaining ground.

In this BBC article, music was used during surgical procedures.

The group played music scored about a third less on anxiety levels and were also noted to have more relaxed breathing patterns during the surgery - an average of 11 breaths per minute compared to 13 breaths per minute in the non-music group.

This ties in with past studies have which have shown music may help ease pain and can help hospital patients on ventilators breathe more easily.

In this second story, music was used to reduce stress during prostate biopsies.

Among study participants in both groups with no musical intervention, diastolic blood pressure remained elevated after the procedure, compared to before. But the men who wore the headphones and listened to Bach had no such spike in blood pressure. Diastolic blood pressure often rises as a function of stress and anxiety.

This Is Society On Drugs

One reason I went into music therapy back in the 70's was the hope that it might offer some alternative to the psychotropic drugs given to patients I worked with in psychiatric units. Sometimes they worked, but sometimes it seemed they were used more as management tools than therapeutic ones. According to this article on the Washington Post, things seem to be getting worse rather than better.

. . . these days atypical antipsychotics — the most popular are Seroquel, Zyprexa and Abilify — are being prescribed by psychiatrists and primary-care doctors to treat a panoply of conditions for which they have not been approved, including anxiety, attention-deficit disorder, sleep difficulties, behavioral problems in toddlers and dementia. These new drugs account for more than 90 percent of the market and have eclipsed an older generation of antipsychotics. Two recent reports have found that youths in foster care, some less than a year old, are taking more psychotropic drugs than other children, including those with the severest forms of mental illness. . .

. . . Physicians, he said, have a financial incentive to prescribe drugs, widely regarded as a much quicker fix than a time-intensive evaluation and nondrug treatments such as behavior therapy, which might not be covered by insurance. . . .

. . . Scully suggests that a key factor driving use of the drugs, in addition to “intense marketing and some effectiveness,” is the growing number of non-psychiatrists prescribing them. Many lack the expertise and experience necessary to properly diagnose and treat mental health problems, he said. . . .

. . . In one Northern California nursing home in 2006 and 2007, 22 residents, many suffering from dementia, were given antipsychotics for the convenience of the staff or because the residents refused to go to the dining room. In some cases the drugs were forcibly injected, state officials said. Three residents died. . . .

. . . Mark E. Helm, a Little Rock pediatrician who was a medical director of Arkansas’s Medicaid evidence-based prescription drug program from 2004 to 2010, said he had seen 18-month-olds being given potent antipsychotic drugs for bipolar disorder, an illness he said rarely develops before adolescence. Antipsychotics, which he characterized as the fastest-growing and most expensive class of drugs covered by the state’s Medicaid program, were typically prescribed to children to control disruptive behavior, which often stemmed from their impoverished, chaotic or dysfunctional families, Helm said. “Sedation is the key reason these meds get used,” he observed. . . .

Some aspects of the modern world are wonderful; others, not so much. Assuming the pendulum will swing back away from overuse of drugs, I hope music therapy will have matured enough by then to be part of the answer to developing less drug dependent therapies.

Fingering

I was delighted to see this post by Prof. Ericson over on Horn Matters. Over the years I've noticed time and time again on both the flute and horn that poor attacks can be the result of not getting all the fingers that need to go down (or up) in place at the same instant. I'd always assumed it was because I played piano all my childhood and often associate soft and legato with slower and less forced finger movements. On wind instruments, though, the movements need to be decisive and quick, even in slow and delicate passages.

One of Prof. Ericson's suggestions is:

. . .I have found it helpful to alternately watch my fingers directly, watch them in a mirror, and then close my eyes and feel the motion.

My solution has always been that last step - closing my eyes and focussing on connecting the proprioception of my fingers with what I'm hearing.

Limits of Brain Imaging

This long and thoughtful review of Jonah Lehrer's Imagine nicely explains how brain imaging isn't all it can seem to be.

So how does letting go, Lehrer asks, lead to creativity? “The story begins in the brain,” he claims, and turns to a neuroimaging experiment in which jazz pianists were asked to improvise new tunes while in a brain scanner. During improvisation, the scanner picked up a surge of activity in a brain area previously linked to self-expression. At the same time, the scientists also observed a sharp decrease in brain activity in an area previously linked to impulse control. Lehrer concludes, “This suggests that the musician was engaged in a kind of storytelling, searching for the notes that reflected her personal style…The musicians were inhibiting their inhibitions, slipping off those mental handcuffs.” At first pass, this interpretation sounds pretty convincing: the self-control center of the brain shuts down to clear the path for unfettered self-expression.

Except that it’s impossible to draw that conclusion from the data at hand. This is an example of a common logical fallacy that plagues the interpretation of neuroimaging data. Say you notice a crowd of people at your neighbor’s house one night, and then find out she is throwing a party. You can correctly conclude that whenever your neighbor throws a party, there will be people at her house. On another night, you again notice a crowd of people at her house, and you conclude she is throwing a party — but this time you’re wrong. She is hosting a church group. While you can conclude that a party means there will be people, you cannot conclude that people means a party.

. . . There is not a measurable one-to-one mapping between any brain region and any particular cognitive process; the same little patch of cortex is likely involved in multiple functions, just as a house can be filled with people for many different reasons.

Leonard Cohen

When I first learned the guitar, and then started singing, Leonard Cohen's songbook "Songs From A Room" was a constant companion. The guitar parts are beautiful finger picking notated in tablature and the vocal range is perfect for a beginner. The main thing, though, was that during that time I was working in locked psychiatric wards and his lyrics resonated with what I was learning about states of mind that can get you put in places like that, which is also probably part of the reason lots of people are turned off by his music.

The release of his latest album, "Old Ideas", has been a hook for lots of articles about him and I want to save a link to this one because of the reporting on an incident I'd never heard of, which took place at the Isle of Wight festival in 1970. Because of a bunch of disruptive audience members, things seemed to have been teetering between Woodstock and a lesser Altamont, and Cohen took the stage and turned a performance into a therapeutic event.

Brain Waves Into Sound Waves

This Wired story is about a Japanese man who's come up with a way to turn his brain waves into sound waves. It looks to be more refined than what was talked about in this article from two years ago where a gaming device was hacked for a similar purpose. In both cases, though, the mechanism for the translation of brain waves into sound waves probably has as much to do with what's heard as the brain waves that trigger them.

The unusual musical instrument, which the musician had developed and built by a company called MKC, consists of the strange-looking headgear and a motherboard. Brain waves are picked up from the parietal and frontal lobes, then sent by radio waves to the motherboard, which converts the radio waves into a wave pulse that is output as sound.

The way he's using it sounds like bio-feedback.

Batoh said it takes practice to learn how to control one’s mind in a way that produces a pleasing sound.

It seems experiments like this point to a future with a whole new class of musical instruments.

Motivation for Performance

Just found this post on a blog new to me and left the following comment:

Really like this post because I’ve thought about these same issues as a music therapist from a Tibetan Buddhist perspective. The lamas say our motivations deeply color our behavior and that being motivated by “self-cherishing ego”, as opposed to our “neutral” ego, can lead to unwelcome outcomes.

Another Buddhist mind tool is simply observing our behavior in a non-reactive way like your, “just being aware of our thought processes”. That pre-performance diary is a great real world application of that.

Here's the paragraph from the post talking about the pre-performance diary:

In another study with college music majors, two researchers asked their participants to complete “diary” before 15 performances during a school year (Sadler & Miller, 2010). For each entry, always done within an hour before performing, they described their thoughts and feelings heading into their performance. Over the course of the 15 performances, there was a significant decrease in performance anxiety reported by the music students. And note, these musicians were not directed to use any particular strategy to combat stage fright; they simply took note of what they were thinking and feeling. It would seem that even some basic self-awareness can have a therapeutic effect.

The blog is by Dr. Robert Woody, a professor of music education and music psychology and is called Being Musical. Being Human.

Parameters and Musicianship

The March 2012 Musician's Friend catalog carries an interview with Tom Morello, guitarist for Rage Against the Machine and other groups. The interview doesn't seem to be online, so I'm going to type in a couple of things he says.

I've had the same rig since prior to Rage Against the Machine, with my band Lock Up. If it ain't broke, don't fix it. One of the things that has helped me creatively and helped my imagination is to have some things just carved in stone. . . There's a sense of comfort in not worrying about gear anymore, I'm going to worry about trying to get sounds and music out of the gear I already have.

This is very similar to something I said in a post about composing, i.e. set some parameters and then see what you can do within them. If everything you're doing is boundless, it's sort of like that thing that can happen to hikers lost in a wilderness when they can't see the sun due to cloud cover or tree canopy - they often just wonder in circles.

There's also the "if only I had a better instrument" syndrome. It's true that better instruments are more responsive, but it's also true that a fine musician can make an average instrument sound great. 

Later in the interview he says:

. . . Up until that point, I had wanted to sound like my favorite guitar players - that's what "good" guitar playing sounded like to me. Then came this revelation that good guitar playing is when you sound like yourself, and I really began to discover who I was as an artist, as a guitarist and a musician.

To me this is the true path of the music maker. You start because you hear things you like and try to do the same, but over time, working towards discovering what it means to "sound like you" is what keeps the practice of music making meaningful, rewarding and ever refreshing. 

It can take a while. I've been singing some Dylan songs for 40 years, and just in the past couple of years have begun to sing them in a voice that sounds more like mine. I think two of the things that helped me were: 1) recording myself much more and repeatedly noticing I didn't sound like I thought I did or how I wanted to, and 2) playing the horn has taught me a world of things I hadn't fully realized about breathing and phrasing and the importance of never letting the musical line just be there filling space as opposed to moving forward with purpose.

The Caveman Principle

This interview with a physicist talking about the future makes for a fascinating read for a geezer like me. The following paragraph really jumped out:

Take the paperless office. Futurists predicted that the computer would make paper obsolete. Now, however, we use more paper than ever. Techies overlooked what Mr. Kaku calls "the Caveman Principle": the fact that "our personalities haven't changed for 100,000 years, since modern humans emerged from Africa." The scientist likes high tech, "but the caveman likes high touch," he explains. "People don't feel comfortable with all the electrons on their PC screen." With the flip of a switch, those electrons disappear, worrying our inner caveman. "We want a hard copy."

Lately I've been thinking, for a number of reasons, that live music in various non-standard formats is a niche waiting to be filled by musicians. This quote suggests one I hadn't thought about, that on an evolutionary level we're not that different from our distant ancestors and that maybe live music supplies us something that will always be absent from recorded music. Maybe something about the way we like live music is sort of like our appreciation of the hard copy Mr. Kaku uses to explain our connection to our pre-historic selves.

Performance Diary

There were two events last month which I really enjoyed as they were somewhere between performing and just making music for fun. The more performance oriented event was the great nieces, Rev. Harmon and me doing all the music for a service over at nearby Oak Chapel Baptist Church, a place with which I have a lot of connections through family and friends. The two 12 year old girls played trumpet and flute, the 7 year old sang and played the drum and the 4 year old sang.

For the "Special Music" we did a Taizé meditation/hymn, "This Little Light of Mine" and "Joshua Fit the Battle of Jericho". For the opening prelude we did a flute, tuba, horn, trumpet version of the Mozart round "Alleluia" which I'd doctored up a bit so that everyone plays right to the end. We also played for the congregation's singing of "Pass Me Not, O Gentle Savior", "What A Friend We have in Jesus" and "Sweet Hour of Prayer". The postlude was an instrumental version of "Church in the Wildwood" with me on alto flute the first time with the flute and horn the second time with the trumpet. All the pieces were arranged to fit the playing and singing ranges of the girls.

There were a few minor glitches along the way, but there were also a lot of times where they played and sang beautifully. It was a lot of playing over the course of the service and they just got better as we went along. The audience of family and friends was impressed by how much music we made and just how good it was. But the best thing for me was the girls not letting little glitches snowball, and then going on to do wonderfully well, and most importantly - really enjoying performing and wanting to do it again. At the lesson on the following day they were eager to get new music, asked for challenging things, and have been working very hard since. I didn't perform in public until well in my 20's and it's taken me a while to get used to it. I can't help feeling that for the girls having such a positive experience as this at such an early age is a wonderful thing.

Here's a snap shot of us warming up before the performance with everyone but the 4 year old.

The other event was my having two dozen guests here to the house for a Tibetan supper prepared by my two friends Jamyang and Rinzin. During the social hour leading up to the supper my flute friend Hayley, cello friend Dr. Andy and I made music off and on. The main thing we did was a suite I put together years ago for flute, alto flute and cello made up mostly of pieces from Handel's Water Music and Music for the Royal Fireworks. We also ran through a piece I wrote back in the 90's for flute and keyboard, with Hayley and Andy doubling the melody. At the very end Andy played his electric standup bass and we did three Dylan tunes.

What I really liked was that there was nearly always background conversation and the music was just part of the event. As Greg Sandow has pointed out from time to time, the whole notion of an audience sitting docilely and silently in the dark listening to classical music performed on the lighted stage is a relatively recent invention. Listening to the recording there are some minor errors, but the main thing I hear is a kind of zest and efferevsence in the music I think would never have happened in a regular concert situation or recording session. It was also just terrific fun to do.

More Archaeo-Acoustics

Here's another story that's popped up on the sound properties of ancient monuments. The focus of the article is a 6,000 year old megalithic temple on Malta.

Low voices within its walls create eerie, reverberating echoes, and a sound made or words spoken in certain places can be clearly heard throughout all of its three levels. Now, scientists are suggesting that certain sound vibration frequencies created when sound is emitted within its walls are actually altering human brain functions of those within earshot.

"Regional brain activity in a number of healthy volunteers was monitored by EEG through exposure to different sound vibration frequencies," reports Malta temple expert Linda Eneix of the Old Temples Study Foundation, "The findings indicated that at 110 Hz the patterns of activity over the prefrontal cortex abruptly shifted, resulting in a relative deactivation of the language center and a temporary shifting from left to right-sided dominance related to emotional processing and creativity. This shifting did not occur at 90 Hz or 130 Hz......

In addition to stimulating their more creative sides, it appears that an atmosphere of resonant sound in the frequency of 110 or 111 Hz would have been “switching on” an area of the brain that bio-behavioral scientists believe relates to mood, empathy and social behavior. Deliberately or not, the people who spent time in such an environment under conditions that may have included a low male voice -- in ritual chanting or even simple communication -- were exposing themselves to vibrations that may have actually impacted their thinking." [1]

But the Hypogeum is not alone in its peculiar sound effects. A study conducted in 1994 by a consortium from Princeton University found that acoustic behavior in ancient chambers at megalithic sites such as Newgrange in Ireland and Wayland's Smithy in England was characterized by a strong sustained resonance, or "standing wave" in a frequency range between 90 Hz and 120 Hz. "When this happens," says Eneix, "what we hear becomes distorted, eerie.

As I said in a previous post, I'm always a bit suspicious when people try to say exactly what and why people were doing things 6,000 years ago, but the evidence does seem to indicate the ancients were not unaware of how sound can be an effective part of rituals.

Competition

In comparing the roles of the music educator and the music therapist, the differing views of competition offer a clear cut distinction. It's a key component of education and mostly avoided in therapy. My sense is that the difference has to do with the clientele. Educators work with talented and highly motivated students (the others don't pass the auditions or even try out) and are pursuing well established and standardized goals (standard practice in playing the canon). Therapists are concerned with finding the best path for each individual in learning how to enjoy and to become engaged in making music.

A recent study popping up all over the internet with headlines like "Meetings Make You Stupid" found the following:

Researchers found that most people performed worse when they were ranked against their peers, suggesting the social situation itself affected how well they completed the IQ tests. . .

. . . Lead author Kenneth Kishida, a research scientist at the Virginia Tech Carilion Research Institute said: "Our study highlights the unexpected and dramatic consequences even subtle social signals in group settings may have on individual cognitive functioning.

"And, through neuroimaging, we were able to document the very strong neural responses that those social cues can elicit.

"We don't know how much these effects are present in real-world settings.

"But given the potentially harmful effects of social-status assignments and the correlation with specific neural signals, future research should be devoted to what, exactly, society is selecting for in competitive learning and workplace environments.

"By placing an emphasis on competition, for example, are we missing a large segment of the talent pool? Further brain imaging research may also offer avenues for developing strategies for people who are susceptible to these kinds of social pressures. . .

". . . Furthermore, this suggests that the idea of a division between social and cognitive processing in the brain is really pretty artificial. The two deeply interact with each other."

If these results prove out, there's lots to think about. That phrase "what society is selecting for" is a way of looking at the goals of music educators, the musicians they produce, and how well they're satisfying the new culture of performance Greg Sandow and Bob Shingleton think has to come about to reconnect people to live music.

On a more mundane level, I think it helps explain why going from player to player in a band setting and checking tuning can be a disaster for people like me back when I was learning horn. I've been singing fairly well in tune most of my adult life, but trying to play the horn in tune with the whole room listening back during my first few years was a real trial. There was so much anxiety in my mind, which seemed to double every second of being in the spotlight, clouding the whole procedure there weren't many neurons left to actually listen and tune the pitch.

Delayed Auditory Feedback

Here's one of several stories that have come out on this new speech jammer some Japanese have come up with. This paragraph frames the science using singers:

The idea is based on the fact that to speak properly, we humans need to hear what we’re saying so that we can constantly adjust how we go about it, scientists call it delayed auditory feedback. It’s partly why singers are able to sing better when they wear headphones that allow them to hear their own voice as they sing with music, or use feedback monitors when onstage. Trouble comes though when there is a slight delay between the time the words are spoken and the time they are heard. If that happens, people tend to get discombobulated and stop speaking, and that’s the whole idea behind the SpeechJammer. It’s basically just a gun that causes someone speaking to hear their own words delayed by 0.2 seconds.

Neural Mapping

This Daniel Levitin book review of Connectome by MIT professor of brain science Sebastian Seung is a wonderful overview of where neuroscience has gotten to and where it's going.

. . . Progress has also been made in mapping which brain systems control which kinds of operations (my own field of research): One system is responsible for lifting your foot, another senses the pain when you stub your toe; one system helps you to solve arithmetic problems, another enjoys "La Bohème." A new approach to studying brains and individual differences involves making maps of how neurons connect to one another. Following the term genome, these are called connectomes. . . .

. . .The human brain contains 100 million neurons, and each neuron makes thousands of connections on average. If we assume that each distinct connection pattern gives rise to a distinct brain state—like the effervescent sensation after that first kiss—the number of brain states exceeds the number of known particles in the universe. Your experiences, memories, personality and thoughts are thus encoded in the ways your neurons connect to one another. The next big frontier is mapping those trillions of neural connection patterns to their brain states. By observing a particular network of neurons firing, researchers should know (in theory) whether you are thinking about love or money, beer or burgers. . .

. . .The levels of various chemicals in our brains can clearly be altered pharmaceutically. They are also influenced by diet, exercise, stress and normal biological cycles. Even if we know how the neurons are connected and the strength of their synapses, the amount of dopamine, for example, that is available in the brain at any given moment will influence firing patterns. This could cause the same neural network (a group of connected neurons) to give rise to different thoughts or different networks to give rise to similar thoughts. . . .

Perhaps due to my having been an English major the first time around, I find the neologism "connectome" unfortunate as the suffix makes me of the word "lobotomy" every time I see it and pronounce it in my mind, but as a way of understanding the way the brain works it looks to be a terrific tool.

Sound Awareness of the Ancients

Here are two articles talking about research presented at the annual meeting of the American Association for the Advancement of Science. One by the BBC is mostly about Stonehenge and how the placement of the standing stones closely maps the sound interference pattern of two flutes being played at the center of the site.

Another at InsideScience includes information about other sites such as Chichen Itza, where the echo of a hand clap in front of the stepped monument comes back as a chirp. Having been there and experienced the phenomenon first hand, I can say it's a very striking effect that seems to be more than happenstance.

These articles reminded me of visiting "Agamemnon's tomb" in Greece, and having had some time alone in it between tour groups. The video at the link gives a taste of the reverberation inside it, and I'd find it hard to believe the people that built it didn't notice the acoustics and put them to use somehow.

The InsideScience article also mentions something I'd seen before, that cave paintings are often in the most acoustically interesting parts of the caves.

I always wonder how anyone can say with any certainty what the people of those long ago times were up to, but since all the new neuroscience points to just how important sound and music are to the human brain, that they were aware of that in their own way and somehow put it to use wouldn't surprise me at all.

Horn Diary

The following comment just came in on a Horn Diary post back in 2009:

Before I get too far into anything, I should probably say up front: yes, I realize that this was posted in 2009... I guess I'm posting on hope. I have been having 'meltdowns' with embarrassing frequency the past few months. It is almost entirely my fault. I'm a freshman in highschool, but I have been playing the french horn since fifth grade. Four or five years, overall. The problem is that I practiced very rarely during the last school year, not at all over the summer, and in a very inconsistent fashion during this school year... In short, I had more endurance two years ago on a single F horn than I have now on a double horn. If I practice consistently for a week, I'm fine, but I have no buffer -- three days of not practicing and I'm back at square one. Again, my own laziness -- which no one can correct but myself. So, people have been giving advice -- very good advice which I will keep in mind in the future -- for band rehearsals. Which leads me to this: I have a solo very rapidly approaching. I realize that there's very little I can do in time for this particular performance that's going to save me from my own laxity, and I look forward to the eminent embarrassment... [Okay, not really.] But I'm curious. Does any one have tips for preserving your chops during a solo performance? (People here are also mentioning that they find the mental attitude of people in bands sometimes... disappointing. Thought I'd add my own observations about this high school band which I'm suddenly thrust into. All of a sudden I've gone from being one of two [the second was a late arrival, even] french horn players to the second least experienced one of six. This is also the first time I've experienced chair tests/auditions. Is the level of competition and the slight feeling of animosity [or aloofness] from the higher chairs common?)
By Anonymous 

I'm bringing this comment up to a new post to make a few points and to see if any regular readers have anything to add. 

The commenter realizes that regular practice is the real answer to the problems cited, so as a music therapist I'm very curious as to why the practicing slacked off here lately. I'm so old I can't even remember what it's like to be a freshman in high school, but maybe the lack of practice just has to do with lack of time. The thing is, though, in my experience, the horn, unlike the guitar, demands regular practice or the lips just stop working well. So the question becomes, is playing the horn something you care enough about to make the time commitment?

(In my personal experience, that last question becomes, do I care enough about playing horn that I'm willing to learn all this concert band music that doesn't really appeal to me as much as the small brass ensemble things I'm arranging myself.)

It's my sense that part of what goes on in music educators' classrooms is a winnowing out of people that aren't as committed as others. So at the bottom of all this, you have to decide if playing the horn in this context is something you really want to do and are willing to make the commitment.

As to tips for saving chops during a solo performance, other than full preparation through daily practice, I don't really have any. I will say, though, that how you practice is crucially important and that I found Jeff Smiley's The Balanced Embouchure method a lifesaver. I was on the verge of giving up the horn (and was encouraged to do that by a music educator who thought taking it up in my 50's was somewhere between ill advised and insane), but working with the exercises in that book brought better endurance and range within a few weeks of regular practice.

As to the chair issues - as a music therapist I find the competition based methods of educators not helpful for what I want to do, but understand why it works for them. It's the people they want to winnow out I most want to work with. I will say that the horn players I've had the chance to work with have been wonderfully helpful, but that they've been imbued with that extreme competitiveness from an early age and it's sort of always there. As a therapist I can't help wondering if the new psycho/social situation you've been "thrust into" is the precipitating factor for a lot of this. Playing the horn is unlike any other instrument I've ever worked with, and one's mental state, e.g. confident or unconfident, is a huge factor.

My best wishes to the commenter, and please come back to continue the conversation if you'd like. To close I'd say that all the new research points to making music regularly as being very beneficial, and that for me personally, the horn has taken me to musical places I didn't know existed, so is worth the commitment. But the bottom line is to figure out what it is that's really important to you and spend your time pursuing that. 

Non-conscious Knowing

This article from Discover Magazine is a great overview of how it is we can know things without being conscious of all the details. Quoting just a few snips from it is hard because it's full of info and ideas that illuminate music making and music therapy. Here's one bit where music making is specifically mentioned:

You are not consciously aware of the vast majority of your brain’s ongoing activities, nor would you want to be—it would interfere with the brain’s well-oiled processes. The best way to mess up your piano piece is to concentrate on your fingers; the best way to get out of breath is to think about your breathing; the best way to miss the golf ball is to analyze your swing.

The article talks about two very arcane skills that could only be taught in a master/apprentice situation that sounds a lot like some aspects of teaching music. One of the taught skills is learning to determine the sex of baby chicks.

The mystery was that no one could explain exactly how it was done. It was somehow based on very subtle visual cues, but the professional sexers could not say what those cues were. They would look at the chick’s rear (where the vent is) and simply seem to know the correct bin to throw it in. And this is how the professionals taught the student sexers. The master would stand over the apprentice and watch. The student would pick up a chick, examine its rear, and toss it into one bin or the other. The master would give feedback: yes or no. After weeks on end of this activity, the student’s brain was trained to a masterful—albeit unconscious—level.

I prefer the word "non-conscious" over both "unconscious" and "subconscious" as they have all sorts of Freudian connotations that might muddy the waters.

UPDATE - This post caught the eye of Dave Wilken and he's done a great post on the subject here.

Understanding vs. Feeling

Here's Terry Teachout's Almanac quote for the day:

"The music started off at Bach's typical quick trot, a pace which, being uniform and neither fast nor slow, the pace of the mind rather than of the emotions, left Eustace respectful but unmoved. This was a case for understanding, not feeling, and he did not understand."

L.P. Hartley, Eustace and Hilda

Besides being a very apt description of how a lot of Bach strikes me, it's also a very good way of describing what I've called "theory mind", which if you have it means you experience music in a very different way than those that don't.

The phrase "pace of the mind" is particularly striking to me as I've been mulling a post on how both "pace" and "tone" have etymological roots in the verb "to stretch". The insight that pace (in both speed and flexibility) can apply to how we receive music as well as how we play it is terrific.

Live Music and PTSD

Back in the 70's  when I was getting my B.A. in Music Therapy, the texts talked about how it got it's start in the modern era as something that helped veterans of WW II suffering from what was then called "shell shock". Now there's this article talking about how live music performed in waiting rooms at a VA hospital is making a difference with patients dealing with PTSD and brain injury.

Dr. Hani Khouzam, a psychiatrist who treats both disorders, said patients have been arriving for appointments so notably calmer that it takes him longer to make a diagnosis — something he welcomes.

"You have to understand what it means for a combat veteran to be agitated in the waiting room. Their pupils are dilated. They are angry or waiting for something to happen," he said. "But when we have live music that day, they come to me far more relaxed. It's like an amazing miracle, and I don't say that lightly.". . .

. . . The "amazing surprise," Khouzam said, has been that the random playing of live music in the waiting room — doctors and therapists have not seen the same result with recorded music — helped patients with psychological damage from war.

Down in the comments to the post, there's this:

As the Executive Director of Musicians On Call, a national nonprofit organization that brings live and recorded music directly to the bedsides of patients in healthcare facilities, we recognize the healing power of music. Forty-one times a week in five cities we have local volunteer musicians - and volunteer guides who accompany them – who go room to room, bed to bed to play for patients, their families and caregivers. . . . . For more information on Musicians On call please go to www.musiciansoncall.org. Leslie Morrison Faerstein, Ed.D., LCSW, Executive Director.

Music Listening and Brain Networks

This article on research carried out in Finland talks about how new research methods are giving us more detail on what's going on in the brain when we listen to music.

The researchers found that music listening recruits not only the auditory areas of the brain, but also employs large-scale neural networks. For instance, they discovered that the processing of musical pulse recruits motor areas in the brain, supporting the idea that music and movement are closely intertwined. Limbic areas of the brain, known to be associated with emotions, were found to be involved in rhythm and tonality processing. Processing of timbre was associated with activations in the so-called default mode network, which is assumed to be associated with mind-wandering and creativity.

Music Therapy at MIT

Some time back I did this post on Tod Machover of the Media Lab at MIT. Here's a new article on what he's been up to since then.

In an inspiring feedback loop, Machover and his MIT minions, which include some of the nation's most forward-looking graduate students, are applying their musical gadgets to therapy. The process of making remarkable restorative advances is changing how they think about and make music. And that could affect how the rest of us might think about and make music in the not-so-distant future.

It all began with Hyperscore, a program Machover developed to enable children to compose by drawing and painting on a monitor. A sophisticated computer program translates their artwork into a musical score. . . .

. . . The Media Lab scientists designed a more refined headset for Ellsey that not only inspired him to compose (he turned out to have interesting musical ideas) but even allowed him to perform by controlling tempo, loudness and articulation. He blossomed, and Ellsey, while still a severely affected cerebral palsy patient, has become an active participant in the Hyperscore program, performing, making CDs and teaching other patients. He was a star at the 2008 TED conference.

Music Making Delays Hearing Loss?

This article talks about how music training appears to delay some aspects of hearing and memory loss. My sense of it is that if you train your brain to get more out of it with music, then when there's less there, you can still do well on various tests.

In the study, researchers in the Auditory Neuroscience Laboratory discovered that older musicians had a distinct neural timing advantage. This was determined by measuring the automatic brain responses of younger and older musicians and non-musicians to speech sounds.

“The older musicians not only outperformed their older non-musician counterparts, they encoded the sound stimuli as quickly and accurately as the younger non-musicians,” said Northwestern neuroscientist and co-author Nina Kraus, Ph.D.

“This reinforces the idea that how we actively experience sound over the course of our lives has a profound effect on how our nervous system functions.”

Composing Music

Over in this post, Kyle Gann says the following:

It felt as firm as though I had had a math problem with an incorrect answer, and I recalculated and got the right one. It “clicked.” Every composer knows this click, or should. It doesn’t feel as though I simply “liked it better.” Even though there is no objective criterion against which I can measure a phrase in a piece I’m writing, right and wrong answers come up. Because such judgments are made in the right brain, I suspect, there are no words to justify them. When I’m about done with a piece, I put the MIDI version on a CD and play it over and over in my car as I’m driving and – this is the crucial part – try not to listen to it. What happens, as I have my mind on other things, is that every wrong note in the piece jumps out at me and attracts my attention. This works, I think, because when I’m focusing on the piece (with my left brain), I can justify to myself anything I put in it, but with my peripheral (right-brain) listening, things that are wrong become impossible to ignore. My peripheral listening catches the mistakes. My conscious, analytical brain puts these oh-so-clever ideas in, and my intuitive, unfocused brain tells me the ones that don’t work.

I'd previously come up with the analogy that for me composing is game like and puzzle like, and that when you get something right there's the feeling of winning the game or solving the puzzle, but Kyle's description is much better and goes much deeper, and I agree that listening to a piece in an unfocused way is different, but hadn't realized it until reading this.

note to regular readers - the picture for this series of posts isn't here because I'm migrating from a five or six year old iBook to a brand new MacBook Air - and going from dial-up to wireless that's now available here on the farm due to a new cell tower not to too far away - and getting every thing organized, and trying not to look at music YouTubes all day (!) has slowed blogging.

Epigenetics

I've often thought that where we are in the understanding of neuroscience and genetics will probably turn out to be analogous to where map makers were right after the Americas were discovered. This article linked on Boing Boing reinforces that notion, as it looks like there's more than just nature and nurture affecting who we are.

This post from a year ago talking about talent included this quote from a BBC article:

. . ."Like a jukebox, the individual has the potential to play a number of different developmental tunes. The particular developmental tune it does play is selected by [the environment] in which the individual is growing up.". . .

It turns out things are more complicated than that, and the complication is epigenetics.

. . . epigenetic processes—chemical reactions tied to neither nature nor nurture but representing what researchers have called a "third component." These reactions influence how our genetic code is expressed: how each gene is strengthened or weakened, even turned on or off, to build our bones, brains, and all the other parts of our bodies.

If you think of our DNA as an immense piano keyboard and our genes as keys—each key symbolizing a segment of DNA responsible for a particular note, or trait, and all the keys combining to make us who we are—then epigenetic processes determine when and how each key can be struck, changing the tune being played.

Composing Music

A while ago I blogged about composing a piece of music because a lot of people seem to think it's  a much more mysterious proposition than it really is. The tag for that series of posts is Vermont Song. One of the points made in those posts is that first you set your parameters - things like instruments, pitch set (scale), and meter - and then it's sort of like a game wherein you work to see what you can do musically within those parameters. 

So I was delighted to see Kyle Gann say in a recent post:

“if you get an interesting enough scale, you can just explore all the inherent possibilities of that scale, both the ones you built into it and the ones that appear unexpectedly, and the piece practically writes itself.”

I quoted that in a comment and added: "That’s a wonderful way to think about composing – that you’re simply releasing inherent possibilities of a set of parameters – takes the conscious ego right out of the equation."

Kyle was talking specifically about one of his micro-tonal scales (this one has 36 different pitches per octave), but the concept can work for a bundle of parameters, not just one.

The phrase "conscious ego" might be one I start using regularly because it's a handy way of talking about what the lamas call "the self-cherishing ego", as opposed to the "neutral ego". In the case of composition, once you set the parameters, who you are will determine what you find in that space, there's no need to be constantly wondering what it is you want to say.

As I've mentioned before, the first time I hear a piece performed, or the first time I perform it for someone else, there's this amazing feeling of being in a waking dream state that I think is due to hearing how some part of me I'm not conscious of is being expressed.

Performance Diary

Over the past couple of weeks I've been involved in various performances: horn in concert band; a flute obbligato with the community chorus; flute and alto flute with the Presbyterian Ensemble Christmas morning; guitar, horn and alto flute with the great nieces at the nursing home; and horn with the brass group and a pipe organ at an Episcopal Sunday service yesterday morning.

Something about playing flute or horn with voices really moves me and seems to put me in a much better position to experience flow. I didn't get there this time, but was tantalizingly close. I think it must have to do with my experiencing the intonation and the balance blend with voices as being far more delicate than, say, the concert band. I think that's also why I so enjoy playing alto flute with flute and cello, and playing horn in the brass group - getting that wonderful ensemble feeling seems much more in reach, and that wonderful ensemble feeling is a big (necessary?) part of flow.

Right at the beginning of this series of performances I got the very sad news that someone I've been close to for forty years had passed away. She was a wonderful musician, which always seems to make it worse. So while playing all this wonderful Christmas music, there was this constant undertow of sadness. People didn't seem to really notice a change in my playing, but I sure did. If I were a higher level player, maybe I could have played joyous music more successfully while feeling sad.

The other way not being a high level player came into play was having technique issues to clear away before being able to interpret the music on the various instruments. Were I to give up all instruments but one, I could spend way more time on technique so as to not be caught short when wanting to perform. I really enjoy making music on various instruments, but there's a price to pay in having to drill on the various technique deficiencies that pop up in phrases here and there when prepping for performances.

In several of these performances we used carols I'd transposed down into flat keys some years ago, having added a keyboard book in the new keys for piano/organ, and people really enjoyed our playing and sound, and we really enjoyed playing in the comfort zones of our ranges. It's sort of like the old hymns mentioned in the previous post. Simply putting music in easy to play keys, just like playing music people want to hear, is a very high reward endeavor and I'm sort of baffled more people don't do it.

The Old Hymns

Having never been a church goer, I never sang any hymns until becoming a hospice volunteer six or seven years ago. When I'm asked to sing hymns, it's nearly always the old hymns, many of which have been dropped from the newer hymnals (and never were in the Episcopal hymnal, with which I had a little experience as a young child).

Some of the hymns I'm talking about are "Sweet Hour of Prayer", "The Old Rugged Cross", "In The Garden", "What A Friend We Have In Jesus", "The Church In The Wildwood", "Trust and Obey", and "Pass Me Not, O Gentle Savior".

I've put these and others in flat keys for our group, and usually down a step or three to make them easier for people to sing. Every time we do them, a few people come up afterwards and fervently thank us for performing them and telling us they never hear them any more and that they mean a great deal to them.

As a therapist these hymns strike me somewhat as the service tunes and patriotic songs the community band plays on Memorial and Veterans Day. Through a lifetime of association, hearing them triggers an emotional reaction in some audience members that can never be matched by something they've not heard before. 

I can understand how church musicians and ministers want to always be exploring new material, but as a therapist these old hymns are a wonderful way to create therapeutic moments for people that grew up with them.

Made In Tibet

Thanks to Lama Tashi for linking this on Facebook. For the nearly 20 years I've been knowing Tibetans, the news from Tibet has just gotten more and more grim. This example of how they maintain their sprit in the face of all that reminds me of what an astonishing people they are.

Art. Emotion & Technique

Here's Terry Teachout's almanac entry for today:

"It is a grotesque misapprehension which sees in art no more than a craft comprehensible perfectly only to the craftsman; art is a manifestation of emotion, and emotion speaks a language that all may understand. But I will allow that the critic who has not a practical knowledge of technique is seldom able to say anything on the subject of real value."

W. Somerset Maugham, The Moon and Sixpence

I think that some art can only be fully apprehended and appreciated by the community of craftsmen. Musicians and composers with "theory mind" can delight in harmonic and rhythmic complexities (which may or may not be manifestations of emotions) unintelligible to regular people. I do agree with the overall point of the quote, though, and think it's a good way of thinking about teaching music - that the emotion is the point of it all, and that technique is how you get there.

Performance Diary

Thanksgiving is a great day to post on some recent performances by the Kenwood Players. We had four performances in eleven days, a frequency of public performance I'd never previously experienced. One performance was in yet another local country church with glorious acoustics, Waddell Presbyterian over in Rapidan (for those familiar with the area it's the wooden Gothic church right as you go down to the river from the Orange side). Here's a snapshot of the interior:

During the service we did "Sweet Hour of Prayer", "The Old Rugged Cross", and "In the Garden" as instrumentals three times through, me on guitar, Judy on drum, Steve beginning each on trombone and Dick taking the third time through on trumpet, with Bill B and Crawford switching out on the second iteration on sax or Eb tuba. Each and every solo was terrific. Crawford, a retired preacher who'll be 80 next Aprils Fool's Day did a tuba solo on "In the Garden", that to me at least, spoke of a well and fully lived spiritual life. 

We got a lot of very nice compliments, but my favorite was from the organist who said afterwards in an almost dazed way, "You all are really good!" It's not unusual for us to get nice comments from other musicians, but the music therapist in me who's never done a lot of straight up performing is always delighted to hear them.

We also did three performances with basically the same set list, for an open house at an assisted living facility, for a fund raising gala for the local art center, and for the entertainment following a harvest dinner at the Presbyterian church in town. Maggie and I did less than ten minutes of flute clarinet, then Dick and Steve did trombone trumpet duets, then Crawford and Bill C on tuba and me on horn joined them for some brass, then I switched to banjo and we did some good time Americana, and then some straight up Dixieland.

I am obviously biased, but my sense is that the good feelings we create as a group making music together are getting transmitted to the audience. People are enjoying the music, but they're also enjoying and sharing our having a good time making the music. 

Here's how I put it in a thank you note to the Players: Thanks to each and every one of you for these recent performances and all the past work that laid the groundwork. Both how we make music as a group and how the group makes music in the community is something I've never experienced so fully before. I saw a quote here lately that for a true musician the love of self doesn't get in the way of the love of the music, which is a great way to describe the cooperative spirit needed for our getting the feeling we're expressing in the music.