Why Concerts Make Me Sad

When my father died of lung cancer at fifty-three, his death wrenched me out of the ocean of music that I'd been swimming in since infancy. Even as a toddler, I was so immersed in his music that my mother found me on the potty one day, humming the third movement of the Beethoven violin concerto, which my father was preparing to perform.

I spent a major part of my childhood attending--more like being dragged to--concerts. Sunday mornings, in Barcelona, my mother would take me to Mass, and then to the symphony concert in the Palau de la música catalana. There, in the hallucinatory Art Nouveau hall, swinging my legs, which were too short to reach the floor, I would sit through endless programs. Once I'd located my father in the violin section, I would entertain myself by gazing at the plaster busts of long-haired muses that emerged out of the wall behind the orchestra.

When the Ecuadorian government imported a quartet of Catalan players to Quito, with my father as first violin, we all--the second violinist, the violist, the cellist, my parents and I--shared a house so the quartet could spend mornings practicing for their bi-weekly performances, which I was required to attend. At twelve years old, even though by then my feet did reach the floor, a late Beethoven quartet seemed to last an eternity.

By the time we came to the U.S. I was in high school, and had been playing the violin for several years. By sheer dint of exposure, I was finding it easier to sit through and even enjoy my father's symphony concerts, and his chamber music and solo performances.

Then, as I was finally maturing musically, my father died, and I stopped going to concerts. Half a century later, I still find it painful to attend live performances. As a result, over the years I have missed a lot of good music. In Vermont, there is a vibrant musical community, and magnificent players regularly spill out of New York looking for venues, but it's all wasted on me. I can enjoy listening to music on the car radio, or on CDs in my living room. But live performances bring tears to my eyes, and so I avoid them.

Why, I've been wondering, shouldn't I get the same joy out of going to concerts as so many of my friends do? What is it about live performances that plunges me back into a state of mourning, as if my father had just died? Why can I listen to music in my car but not in a concert hall?

And then it came to me. There is one sound that is never heard on a recorded piece, but that you always hear whenever a string player picks up his or her instrument, whether preparing to practice scales or to perform at Carnegie Hall: the sound of tuning up.

For the violin, it starts with the two highest strings, A and E, played together, then A and D, and finally D and G, the tones growing sharper or flatter with each turn of the pegs, the adjustments finer and finer until the three perfect fifths are reached.

Together with my parents' voices, the sound of a violin being tuned, that homely wah-wah without which no music can begin, was one of the first vibrations to reach me as I swam in my mother's womb. So that, to this day, hearing the search for those perfect fifths immerses me in my father's presence: his hyper-flexible, tobacco-stained fingers, the circular sore on his left jaw from too many hours of playing, the aroma of cigarettes that enveloped him.

But if I open my eyes and see someone else tuning the strings, my father is suddenly wrenched away from me, replaced by a stranger who may well be a better violinist than he was, but is not him. And I am plunged into mourning once again.

If for me my father's persona was inextricably identified with music, it's little wonder that music, which like smell bypasses the obtrusive medium of language, can bring him back so vividly. And just as vividly--since it's no longer him playing, nor will ever be--snatch him away. I don't suppose that there's much I can do to alter this, nor at this stage do I really want to. I simply accept it as a fair price for all the years that I spent floating in the warm currents of my father's music.

My father (mustache, violin) and the Catalan quartet in Quito, 1955

Pizzicato (finale)

“Flat! Flat! You’re flat!” my father cried, swooping into my bedroom and waving his arms. He wasn’t scolding me—he just couldn’t bear it when I played out of tune. Occasionally, these interruptions would turn into a full lesson. More often, after reminding me to hold up my violin, my father would dash off to a rehearsal, a performance, or some other student’s regularly-scheduled lesson.

I was twelve and more advanced now, playing “real” music—Handel, Vivaldi, Viotti—and practicing an hour a day. But as I progressed, my ability to criticize my own playing had also advanced, and I was more aware than ever of the gulf that separated my playing from my father’s.

As conscious as I was of my failings, I had little notion of how to remedy them, and every hour I spent cloistered in my room with my four-stringed enemy felt like a week. Worst of all, my hoped-for reward—an hour of my father’s attention and possible approval—only came at long and unpredictable intervals. Given all this, I failed to see why I should be made to practice at all.

This is where my mother came in. My father having neither the temperament nor the leisure to keep me on task, she became the enforcer. “Have you practiced yet today?” she would ask as I finished my homework.

I would roll my eyes and close the door to my room. I would open the case, inhaling the sad, sour smell that emanated from its maroon velvet lining; pick up the violin; tuck it under my chin, and tighten the bow hairs. Then I would begin my musical Stations of the Cross—first the scales, then the harder position and bowing exercises, uphill through the assigned pages of Kreutzer, finally ending on  the Golgotha of some sonata. When the hour was over I would emerge shouting “I hate the violin! It’s awful! I despise it!”

My mother would shake her head sadly. “Such a pity! Such a pity! Daddy tells me all the time what a fine violinist you could be if only you wanted to. He says you have a good tone—something that can’t be taught….”

I wondered why my father never said those things to me, never looked me in the eye and said I had a good tone. As it was, my mother’s words only irritated me. “I don’t care,” I would say, stamping my foot. “It’s hateful. Why should I spend all this time on something I hate?”

My mother would smile wistfully. “Some day, when you are grown up and married, and living in your own house, on a rainy afternoon when you are feeling melancholy you will pick up your violin and play, and be grateful that I made you practice.”

This explanation only added fuel to my anger. I didn’t want to grow up into a lady with no way to fill a rainy afternoon. I had seen what empty afternoons did to my mother! Despite my dislike of it, to me the violin was serious business, not some bored housewife’s occasional pastime. I knew only too well how terrible that housewife would sound, if she only practiced when she was in certain moods.

Underlying all this was my intuition that there was something amiss in the lives of my mother and the other women in my family. They were charming, attractive, educated and smart. They were good at many things: they embroidered, painted in oils, played various instruments. They read constantly, went to concerts and to art exhibits every week. But somehow, in a way I couldn’t understand but was sure of, they weren’t serious. My father, on the other hand, was.

On the brink of puberty, without ever having been told so expressly, I saw myself relegated by fate to the charming, witty, non-serious side of things. Unfortunately, I wanted both: to be clever and attractive (especially that, please God) as well as serious. As for the violin, if I couldn’t play like my father, then I wanted no part of it.

Years passed.  My mother stuck to her guns and I to my grousing. In my freshman year in college, my father decided that I needed some orchestra experience. The woman who played in the last stand of the second violins in the Birmingham Symphony was going on maternity leave and had to be replaced. My father drove me to the conductor’s house one afternoon. I auditioned, and was told to report for rehearsal that same evening.

The nightly rehearsals and weekend concerts wreaked havoc with my social life, not to mention my study hours. I was so terrified of playing an unintended “solo” that I spent my time in the orchestra mostly trying not to be heard. But in some ways these were good music times for me: my father was the violin instructor at the college I attended, and I signed up for classes from him. On Friday afternoons, when it was time for my lesson, he would suggest that we go back home and do the lesson there. But I, knowing what would inevitably happen once we arrived—the phone would ring, my mother would have to be driven somewhere, somebody would drop by—insisted on having my lesson on campus, in a real classroom, like a regular student.

He must have liked what he heard during those lessons, because one day he announced that he and I were going to play the Bach Double Violin Concerto at the college’s weekly assembly. (In those by-gone days, it was usual for the undergraduate student body to convene for cultural events.)

Both flattered and terrified, I practiced hard. He and I rehearsed together a few times, and I got some pointers on ensemble playing (don’t play loud all the time; listen to the other voice). The day came. I did my best and even enjoyed it, in a strange way. The audience clapped and clapped--the Bach Double is an easy work to like—and one former boyfriend confessed that he had wept during the slow movement. I was pleased, and yet…

I was living at home, cleaning the house, doing the ironing, babysitting my sister, and giving private language lessons. I was taking a full academic load, majoring in Biology and French. I got only one credit for my violin courses, but worked harder on that than on all the rest.

Compared to the violin, the rest of college—the life cycle of the blood fluke, the dissected dogshark, even the poetry of Mallarmé--seemed relatively straightforward. I longed to sit with my classmates drinking coffee in the snack bar in the afternoons, listening to Frank Sinatra and smoking an occasional cigarette. I longed to walk the leaf-strewn campus paths with a boy at my side, like a regular American college student. The violin had to go.

All this was half a century ago. I am now a married lady, in my own house. And on a rainy afternoon, or even a sunny one, whether I am feeling melancholy or otherwise, I open my case and take out my plastic Yamaha alto recorder. I start with some basic tonalizations, remembering to hold my instrument up and minding my breath (which is the hairless equivalent of the bow). I struggle through some challenging bits by “Unknown 18^th Century Masters” and cap things off with Georg PhilippTelemann, a composer who devoted himself to tormenting recorder players.

Before I know it, an hour has passed. I look forward to my lessons, and to playing duets and trios with friends. These days, nobody has to remind me to practice. As I swab the spit out of the instrument and put it away, I can hear faint laughter emanating from the woods behind the house, where my mother’s ashes are scattered.

Pizzicato (continued)

Slowly and solemnly, my father set the violin on my left shoulder and tucked it under my chin, then stretched out my left arm to support the neck of the instrument. It was my long-awaited first lesson--the beginning, I hoped, of long, interesting sessions in which my father would pay flattering attention to me, and from which my mother would be excluded.

“You must hold the instrument up, up! so it’s never pointed at the floor,” he said. Then he went to work on my right hand, molding my fingers one-by-one into proper position on the frog of the bow. While this was going on, my left arm had drooped until my elbow rested comfortably on my belly. “Up!” my father reminded me. Next he gently placed my bow on the A string. “Now, veeery carefully, move the bow towards the tip.” I did, and the bow skittered disgracefully across the string, making an appalling noise.

“Yes,” my father said, “it is very difficult. I will explain.” Stopping periodically to raise my drooping left arm, he explained how the hair of the bow should be turned towards my face when I was playing near the frog, then gradually turn until it was flat when I played at the tip; how I was to press lightly against the string when the bow was at the frog, and gradually increase the pressure as I moved towards the tip; how at all times the bow was supposed to stay in an ideal (but unmarked) spot between the bridge and the fingerboard; how I should never put on too much resin on the hair, or touch it with my fingers, or neglect to wipe the wood with a cloth after every practice session.

“Bowing is very difficult,” he repeated, “but it is the key to a good tone, and without good tone there is no music.” Goodness knew I wanted to have a good tone. Those first bowings across the A string had been the sound equivalent of sucking on a lemon. But I was hopeful. Surely it wasn't all about the bow, and before the lesson was over he would teach me how to play a song? But after a few more explanations and some more proppings of my feeble left arm, my father declared that he had a rehearsal, and had to leave.

“What am I supposed to practice?” I asked.

“Bowing on the A string, of course,” he said.

“But what about my fingers, the ones on my left hand. Don’t I get to use them?”

He waved his hand towards the ceiling. “That will come much later, when you have practiced lots of bowing, at least five minutes every day.”

“Five minutes just bowing on the A string?”

“Of course,” he said. “Bowing is crucial! And don’t forget to hold up your left arm.”

And I did practice bowing on the A string, although all the instructions about the angle of the bow hair, the pressure and placement of the bow on the string, and the need to hold up the violin quickly vanished from my ten-year-old mind. This was so different from the piano, when from the first day one could play five notes with just the right hand, and those five notes sounded like regular notes, not like the unearthly screeches I got out of my A string. But at least my mother was keeping out of my way.

A week later, I caught my father as he was getting up from lunch, brushing crusty breadcrumbs off his pants. “Can I have my lesson now?” I asked. “Well, o.k.,” he said, looking at his watch. “Five minutes, because I have to leave for rehearsal.”

He repeated all the instructions from the first lesson, and showed me how to bow on the E string. “Now that you’re playing on two strings, you should practice ten minutes,” he said, putting on his coat and picking up his violin case.

A few weeks later, I was allowed to place my index finger on the A string, to play a B. By now I was required to practice fifteen minutes a day. I stood in my room (”Your father is composing. He must not hear you,” my mother said, closing the door), playing my five notes over and over, not knowing what I was aiming at but feeling in my very bones that the evil wooden box under my chin and the reverse magic wand in my right hand had nothing to do with music as I understood it.

Music was what my father made, and anything less sounded to me like an abomination. If music had been presented in a less reverential, more playful way, I might have developed a friendlier feeling towards the violin, but this was long before the Suzuki Method. As it was, with every squeak, every wrong note, I felt like a clumsy altar boy who spills the communion wine at Mass.

My humiliation at the inability to sound like my father soon turned to rage. Gritting my teeth, I would crumple up a particularly difficult sheet of music, then guiltily smooth it out again. Once I whacked my bow hard against the music stand, and several long white hairs came loose. Terrified that I had done irreparable damage, I cut them off with my mother’s manicure scissors and hid them in the kitchen trash. You know that little overhang where the top surface of the violin meets the side? A close look at my first violin would reveal two shallow dents made by my front teeth....

Pizzicato

“Would you like to do a pizzicato?” my father would ask, smiling under his black and bristly mustache. I would toddle over and he, taking care that my grubby fist did not graze the body of his violin, would put my finger on the E string and I would pluck it. Then he would wrap the violin in an old brown silk scarf of my mother’s and lay it carefully in its case, as if he were putting a doll to bed.

A violin being tuned—first the E and A strings together, then A and D, and finally D and G--followed by a warm-up scale was among the first sounds to reach me inside my mother’s womb. A couple of years later, when my father was practicing the solo part of the Beethoven Violin Concerto and I was being toilet trained, my mother found me on the potty one day, humming the opening bars of the third movement.

Not long after that, I started attending concerts. My father’s orchestra performed on Sunday mornings in the Palau de la Musica. My mother would first take me to Mass, and then to the concert. Those Sunday mornings required feats of self control on my part. First there was the sitting quietly at Mass, but at least that was interrupted by periods of kneeling and standing. But the sitting at the concert was unrelieved, and it seemed to go on for days. Fortunately, the concert hall was a near-psychedelic example of Art Nouveau architecture, and I entertained myself by gazing at the sculptures of the nine muses whose gigantic torsos protruded out of the wall behind the orchestra. Still, I conceived an early hatred of the Romantic composers, whose symphonies went on and on, fooling me into thinking that they were about to end only to rebound in cruel codas. Brahms and Schumann were especially bad that way.

In that pre-Suzuki era, music instruction was a serious, solemn business. When I was eight, before I was allowed to approach an instrument I did a year of solfeggio, a method to teach pitch and sight singing, and musical dictation. Nobody expected this to be fun, and it wasn’t.

When I was finally permitted to begin the piano I took lessons from my father’s sister, Maria Dolors, a gentle, skittish person, thin and wide-eyed as a gazelle. She was so tentative in her instruction that the closest to a correction she ever got was a whispered “perhaps you could try it like this...” I felt protective of my vulnerable aunt and worried that my mistakes gave her pain.

At home, when my mother sat next to me on the piano bench, my feelings were quite different. She had had some piano instruction herself, and she thought that she would help things along by correcting my technique while I practiced. But there was nothing tentative in her manner, and I resented her intrusion in what I perceived to be Maria Dolors’s and, by extension, my father’s domain.

The entire landscape of my life was ruled by my mother. She made me put on sweaters when I wasn’t cold, eat when I wasn’t hungry, go to bed when I wasn’t sleepy, and kiss ancient, black-clad relations who smelled funny. She supervised my prayers, scrubbed my face, braided my hair, put bows on my braids, and held my hand tightly while we crossed the street. Music, I had assumed, was outside her domain, but now she was invading that as well. Despite her having been my father’s student before their marriage, she knew very little about the violin, however. It occurred to me that, if I took up the violin, I would be safe. Even better, my father would be my teacher.

At eight or nine years old, I longed for my father’s attention. He was a benevolent but remote figure: “a saint,” according to his mother and sisters; “very busy, and not to be disturbed,” according to my mother. And he was busy, rushing from rehearsal to performance with his violin and sitting down to compose at the piano when he had five minutes to spare. I don’t think he ever once scolded me, partly because I was too much in awe of him to misbehave and partly, I suspect, because he didn’t notice me. For years I had racked my infant brains for ways to get him to focus on me. Now the solution was at hand: I would take up the violin, and he would have to give me lessons.

So after a year of piano, having mastered Schumann’s The Merry Peasant, I began to clamor for a violin.  My parents acquiesced, and on February 12, the Feast of Saint Eulalia, virgin and martyr, they presented me with my very own instrument. I couldn’t wait for my first lesson—which, as it turned out, also became my first lesson in the need to choose one’s wishes carefully. (To be continued)

Zen and the Recorder

Now that I have entered my eighth decade, I am learning to play the recorder.  There is no time to lose, so I practice daily, much to Bisou's dismay.  The minute she sees me pick up the green plastic case that houses the instrument, she tucks her tail between her legs and leaves the room.  And I don't blame her--the squeaks and whistles I produce often make me want to leave the room.

 

But as if the noises weren’t bad enough, there is an additional humiliation:  spit.  When an inexperienced player such as I puts the instrument to her lips and begins to blow, saliva escapes into the mouth piece, adheres to the inside of the pipe, and does terrible things to the sound.  With the exception of occasional lapses during deep sleep, I haven’t salivated involuntarily since I got my first teeth.  And now here I am, practically a century later, drooling helplessly into my recorder.

Like one of Pavlov’s dogs at the sound of the bell, the minute I start to play my salivary glands go into overdrive.  This happens especially during a lesson, or while I play a duet with one of my recorder buddies.  We all know that stress triggers bad things, from headaches to heart attacks.  For recorder players, stress triggers salivation, and viceversa.  Sure enough, as soon as I hear that half-choked, reedy sound that indicates the presence of moisture in the pipe I go into alarm mode, which in turn raises my stress levels and causes rivers of spit to gush into my instrument.

“What can I do about this awful drooling?” I asked my teacher after a particularly cacophonous session.

“Just relax and accept it,” she said, sounding more like a Zen master than a recorder instructor. “Here, try reaming it out with this,” she added, handing me a cylindrical swab.

And she was right.  The swab helps, but the real key lies in my mind and in my heart.  The more I make peace with my salivary glands, the less they feel they have to assert themselves.  Sometimes I manage to play an entire piece without having to swab.  But if, in the middle of a passage that is going well, I think to myself “wow, this sounds pretty good!” the spit instantly pours forth.  It is not unlike what happens to me in meditation when, for a few fleeting moments, I manage to stay with the breath.  As soon as I begin to congratulate myself, my monkey mind leaps into action and all is lost.

My teacher assures me that with time the spit problem will get better, though it may not go away completely (that is why they make those special swabs).  Until then, it seems that the best technique is a spiritual rather than a musical one:  I have to stay open to the possibility of drools and squeaks, errors and embarrassment, and keep on making music as best I can.