This is my college essay, take 2. I'm am going to major in music education because I want to be a music teacher. It's my common app essay so the topic is very loose. This essay, I'd say fits under either thhe defining experience or ot her category. Please leave any comments that you have about it.
At the start of the period, Steven trots into the band room “Hi Beth, I can’t wait to play today; I practiced my music last night!”
For independent study, I teach an autistic student to play the Contra Alto Clarinet, a very large and low clarinet. This student, Steven, had struggled with clarinet because he had too much air and always became overly excited, causing a ruckus of squeaks and squawks when he played. The switch of instruments has provided each of us with excellent opportunities.
“Why don’t we put your instrument together and start warming up? I can’t wait to hear what you practiced,” is my response to Steven’s usual enthusiasm.”
Then, with some help, he assembles the instrument and go to a practice room. I have our lesson of the day planned out. First, I play along with on my clarinet for the warm up chorale and a scale. Steven tells me “I’m warmed,” and since he has improved since yesterday, we move on.
Some basic articulation and breathing exercises come next. He struggles with those, so I make a note of that and chose some duets that reinforce them. We play a few of those duets and then move on to the band music.
The band music presents the greatest challenge. Steven wants to take it fast, but can’t handle it. So, we compromise. On goes the metronome, “beep, beep, beep,” in alternating high and low pitches and Steven imitates it “beep, beep, beep, beep, beep,” until he has established a tempo. Then, he follows all of the steps to sight reading (even though he’s had the song for weeks), which include naming the key signature and time signature, as well as pointing to all the repeats and other structural elements of the piece. Now, Steven is ready to play.. He fumbles through the opening line, and then comes the musical rest. “one-two, two-two, three-two, four-two…thirty two-two,” we count each measure of rest, and then play again. We play exactly what is written on the page . When we get to the end of the piece, I compliment him, glad to hear improvement and the effort put into it..
Then, it’s time for a break. Steven needs a drink and to “take a breather.” We rest for a few minutes, then touch up and speed up parts of the song. Gradually, he improves. Watching his progress brings such joy to me, I leave, at the end of the period, beaming the way he entered the room. Working with Steven, I am reminded of the simple pleasures in music that I often forget. In counting his rests and finding repeat signs I remember that music is not entirely about the complicated runs that I stress over, but the passion put into each note of the piece and the reward of growth through learning the music.
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