When I attended the first concert, I was ready to be blown away by a high caliber of musicianship. Nine grades plus kindergarten and pre-K performed for the Winter Arts Festival which included some music as well as contemporary modern dance that dragged on for hours. The look of boredom on the parent’s faces was in juxtaposition to the middle school headmaster expressing to the crowded auditorium,
"Your children are soooo talented!"
After an hour I was thinking of a different adjective, something along the lines of uninspiring banality. Being a parent with a first child, I learned to scale back my expectations. A colleague encouraged me to attend a concert at the local public middle school to hear the student jazz band. I went by myself because Christine was home with our newborn, William. I sat in the crowd as a spectator, not a parent. As the concert went through the music program, I was impressed. When the jazz band played, I was mesmerized. I called Christine and held my phone aloft.
"What's going on here?" I thought.
The jazz band was so crisp and vibrant as they played the music my father listen to. I left that night resolved to move Aidan to the local public school. At the time, my boy didn't play an instrument. I wanted him to take piano, but he wasn't interested.
When he started school, he was musically a year behind all the other kids. The music program was mandatory. His music teacher, Mr. Hilbie, suggested that he play the trumpet. Aidan struggled but kept with it. After a few weeks, Mr. Hilbie told Christine that Aidan had "a natural ability and should take private lessons." He called a local music instructor, Jose Cordero, who I heard was hard to get, urging him to fit Aidan into a lesson. I thought trumpet instruction would be just another thing I ferried my son to in which he would be half interested.
While in Mr. Cordero's waiting area to his music studio, I noted the pictures and memorabilia he had on display. Although now retired from the military, he played in the Coast Guard Band on active duty. He seemed strangely familiar to me, then I realized who he was. I had seen him in uniform on television playing at presidential inaugurations. He confirmed what Mr. Hilbie had heard in Aidan.
One time at the private school when I was offering help to Aidan’s first grade teacher, she was going over a lesson on making change. She was particularly forward with her assertion that my son had a short attention span. When she noticed as I had that Aidan was staring blankly out the window while his friends were all eager to answer a question, she called on Aidan certain that she would catch him daydreaming.
"How much is it Aidan?"
Without turning from the window, he answered monotonically,
"A dollar thirty-three."
He was correct. Instead of praising him, his teacher ignored his response. Of course she did since it didn't fit her diagnosis. I never doubted my son's abilities. Being a new parent, I just didn't know what to do about it. Sometimes, imperceptible forces push you in the right direction and away from the things that don't work. I was an engineer and computer scientist. The arts were something I thought appreciation for was just as good as participation in. I was never a good musician. I often say that I was pretty bad at the guitar until I got worse. Christine took piano lessons for years and was moderately accomplished.
I experienced music through my eyes rather than my ears. I looked at a staff full of notes, memorized what a symbol meant then learned how to translate each to an instrument. My son learned what a note sounded like rather than how it appeared. When he was in middle school, music was mandatory. In contrast, both Christine and I were not required to take music in school.
Now, I had two accomplished musicians telling me that Aidan had a natural embouchure. I wasn't sure what that was, but I figured it was a good thing. For the first time in eight years a teacher said something positive about my son. A year later, Aidan was trying out for the middle school jazz band. Mr. Hilbie had high expectations of his students. It's no coincidence that most, if not all, the band members were on the honor roll. Aidan was eager to perform trumpet solos which propelled him in other studies resulting in high honors. After a successful audition, he held his trumpet aloft as he exclaimed,
"A year ago I didn't know what end to blow into, and now I'm in the jazz band!”
When Aidan climbed into high school, his audition for the jazz band went pretty smoothly. He made it on his first try. Aidan coupled his love of music with technology to streamline the process of writing music. He's remastered arrangements based on the music in video games like the MII Channel and Chemical Plant Zone from Sega's Sonic. He also wrote a score for Memories by the band Lucky Chops which was to be played by the school ochestra. Unfortunately the public concerts were cancelled his senior year due to the pandemic. He spent his time editing individual tracks from students to create virtual performances for the school's online coffee house concerts. Currently, he is working on an orchestral arrangement based on a three part medley from the game Deltarune.
I've read an article recently that espoused the idea that playing an instrument makes a kid a better public speaker, more of a leader. Studies show that musical kids do better in school. I have a friend who adamantly says that musicians make better STEM students. Even if this is true, I think it's misguided as was my long time belief that appreciation of art is just as good as participation. Some people need to express themselves in music and that is good in itself even though our pragmatic society would only note its value if it helps students with math or science. I believe now that music is important not just to help kids with more practical studies. It is good in itself.